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74-27,485
SIEBERT, George William, 1930t h e w 6r l d U n d e r s t a n d i n g a n d c o m p a r a t i v e
CULTURES PROGRAM IN INGHAM COUNTY: EVALUATION
AND RELEVANCE TO PUBLIC SECONDARY SCHOOLS
IN MICHIGAN.
Michigan State University, Ph.D., 1974
Education, curriculum development

Xerox University Microfilms ,

Ann Arbor, Michigan 48106

THE WORLD UNDERSTANDING AND COMPARATIVE
CULTURES PROGRAM IN INGHAM COUNTY:
EVALUATION AND RELEVANCE TO PUBLIC
SECONDARY SCHOOLS IN MICHIGAN
By
George William Siebert

A DISSERTATION
Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of
DOCTOR OF PHILOSOPHY
Department of Education
1974

ABSTRACT
THE WORLD UNDERSTANDING AND COMPARATIVE
CULTURES PROGRAM IN INGHAM COUNTY:
EVALUATION AND RELEVANCE TO PUBLIC
SECONDARY SCHOOLS IN MICHIGAN
By
George William Siebert

In response to an increasing emphasis on teaching
for international understanding, a group of teachers from
the Ingham County, Michigan, intermediate school district
in 1966 -designed a program called World Understanding and
Comparative Cultures.

The goals of this innovative program

were:
1.

To provide an opportunity for staff and students

to acquire a better world understanding and a deepening
understanding of people of other cultural backgrounds.

The

program also provided an exchange of views among teachers
and students from inner-city, parochial, suburban, and rural
schools over an extended period of time.

This effort also

provided a greater and more systematic use of community
resources, including student involvement in community volun­
teer services.
2.

To provide an opportunity for effective use of

the students' time through large group presentations, small
group discussions, and individual study.

George William Siebert
3.

To provide for the formation of a collection of

materials pertaining to international understanding and to
act as a model program for other schools in the county,
state, region, and nation.
The purpose of the following dissertation is to
determine how well the methods of instruction met these
goals; what the effect of the program was on students and
staff; what other programs, if any, are trying to teach
\

international understanding; and the extent to which the
World Understanding and Comparative Cultures program met
some of the recommended objectives for international under­
standing as defined by the Foreign Policy Association Report,
1969.
The writer was one of those Ingham County teachers
who formulated the World Understanding and Comparative Cul­
tures program, and participated on the teaching staff of
the program for five years.

These years of activity in the

program provided for a great deal of personal observation.
Objective data were obtained when, during the spring
and summer of 1972, a questionnaire was sent to 120 former
students.

These students represented a four-year period,

with 30 students from each year.
were equally represented.

Male and female students

Also, the schools used in data

gathering were grouped into clusters so each cluster was
represented by 40 students.

Two high schools represented

the parochial school cluster, while three high schools

George William Siebert:
represented the inner-city school cluster, and two high
schools represented the suburban school cluster.
The questionnaire approach was also used to obtain
information from the teaching staff and other school systems
around the state of Michigan.

This research provided evi­

dence that the World Understanding and Comparative Cultures
program was unique in that no other school systems were
approaching the teaching of international understanding in
this manner.
State of Michigan documents and surveys provided
evidence that the state of Michigan as a whole did not dis­
play a considerable interest in courses that were innovated
in the teaching of international understanding.

Very few

school systems in the state offered such courses and the
State Department of Education did not receive requests for
assistance from Title III grants to implement such programs
at no cost to local school boards.
The World Understanding and Comparative Cultures
program was allowed to phase out during the 1972-73 school
year.

The program did not gain regional, state, or national

acceptance as was hoped, but many school systems requested
syllabus material.

Many school systems adopted certain pro­

cedures and structure of the program according to their own
needs.

This thesis is dedicated to the women
in my life— Sally, Cathy Jo, Sue Ann, and
Lillian.

Their continued patience, under­

standing, and encouragement made this effort
possible.

ACKNOWLEDGMENTS

This is to acknowledge the members of my graduate
committee:
Dr. Heenan.

Dr. Wronski, Dr. Gross, Dr. R. Useem, and
Their guidance and concern for my success

was invaluable.
A special note of thanks to Dr. Wronski, who served
as my committee, chairman after Dr. Case retired.

t

«

t

nr

TABLE OF CONTENTS

Page
LIST OF T A B L E S ......................................

Vi

LIST OF F I G U R E S ......................................

vii

LIST OF A P P E N D I C E S ..................................

viii

INTRODUCTION

........................................

1

STATEMENT OF THE P R O B L E M ....................

1

Chapter
I.
II.

III.

IV.

REVIEW OF THE L I T E R A T U R E ...................

25

The Glens Falls Story .....................
Flint, Michigan, Community Schools . . . .
Traverse City, Michigan, High School
...

31
33
34

DESCRIPTION OF THE WORLD UNDERSTANDING AND
COMPARATIVE CULTURES PROGRAM .............

42

Schedule and Activities ...................
General Session .........................
Independent Study .......................
Discussion Groups .......................

50
50
52
53

METHOD OF INVESTIGATION.....................

57

Personal Observation .....................
Questionnaire Sent to S t u d e n t s ..........
The S a m p l e .............................
Information From the Survey Relevant
to S t u d e n t s ...........................
Survey Questionnaire Sent to Staff . . . .
Michigan Secondary School Survey ........

57
58
58
60
65
65

Chapter
V.

Page
EVALUATION OF METHOD OF INSTRUCTION AND
EFFECT OF INSTRUCTION .....................
Evaluation of Method of Instruction . . . .
Large Group Presentations ...............
Independent Study .......................
Discussion Groups .......................
Evaluation of the Effect of Instruction . .
Some Parent Reactions to the World
Understanding and Comparative
Cultures Program .......................
An Unsolicited Letter From the Director
of Guidance of One of the Participating
S c h o o l s ..................................
An Evaluation of the Students' Dogmatism
and World-Mindedness
...................

VI.

VII.

COMPARISON OF THE OBJECTIVES OF THE WORLD
UNDERSTANDING AND COMPARATIVE CULTURES
PROGRAM AND THOSE RECOMMENDED BY THE
FOREIGN POLICY ASSOCIATION REPORT ........
CONCLUSIONS AND RECOMMENDATIONS .............
C o n c l u s i o n s ...............................
Recommendations . . . i....................

BIBLIOGRAPHY

70
70
70
71
75
78
90
91
92

97
Ill
Ill 120

........................................

130

A P P E N D I C E S ..........................................

135

V

LIST OF TABLES

Table

Page

1.

Student Sample Selection .....................

58

2.

Student Enrollment by School and Year

60

vi

. . . .

LIST OF FIGURES

Figure
1.
2.

Page
Location of the City of Lansing, Ingham
County, Michigan ...........................

17

Location of 11 Teachers Responding to
Michigan Secondary School Survey ...........

68

LIST OF APPENDICES

Appendix

Page

A.

PROPOSAL FOR FUNDS DATA S H E E T ............

136

B.

A DESCRIPTION OF THREE PROGRAMS DESIGNED
TO IMPROVE THE TEACHING OF INTERNATIONAL
...........................
UNDERSTANDING

176

Bl.

THE GLENS FALLS PROGRAM

177

B2.

THE FLINT, MICHIGAN, P R O G R A M ..............

18 0

B3.

THE TRAVERSE CITY, MICHIGAN, PROGRAM . . . .

184

C.

A LIST OF RESOURCES: PEOPLE FILMS,
BOOK PUBLISHERS, EMBASSIES ...............

204

PEOPLE AND MATERIALS USED FOR THE WORLD
UNDERSTANDING AND COMPARATIVE CULTURES
P R O G R A M ..................................

218

Dl.

L E C T U R E S ...................................

219

D2.

TEXT MATERIALS PROVIDED TO THE STUDENTS

222

D3.

BIBLIOGRAPHY OF HANDOUTS PROVIDED TO
S T U D E N T S ..................................

225

QUESTIONNAIRES..........

229

El.

QUESTIONNAIRE SENT TO 120 S T U D E N T S ........

230

E2.

BATTERY OF ITEMS TO HELP EVALUATE THE
UNIQUE CHARACTERISTICS OF THE WORLD
UNDERSTANDING AND COMPARATIVE CULTURES
STUDENT POPULATION AND THE EFFECT OF THE
PROGRAM ON THIS SAID P O P U L A T I O N ........

236

WORLD UNDERSTANDING AND COMPARATIVE
CULTURES DAILY SYLLABUS FOR A
28-WEEK PERIOD ...........................

243

D.

E.

F.

viii

, .................

..

Appendix
G.
H.

I.
J.

K.
L.

Page
SELECTIONS FROM THE DAILY DIARIES OF
PARTICIPATING STAFF MEMBERS
,
OBJECTIVES FOR TEACHING INTERNATIONAL
UNDERSTANDING AS RECOMMENDED BY THE
FOREIGN POLICY ASSOCIATION REPORTf 1969

272

.

281

OBJECTIVES FOR THE WORLD UNDERSTANDING
AND COMPARATIVE CULTURES P R O G R A M ........

290

REACTIONS OF SUPERVISORS DEALING WITH
WORLD UNDERSTANDING AND COMPARATIVE
CULTURES STUDENTS INVOLVED IN THE TEACHER
AIDE PROGRAM AND OTHER VOLUNTEER
A G E N C I E S ..................................

293

REACTIONS OF STAFF MEMBERS CONCERNING
DISCUSSION GROUP MODELS
.................

298

STUDENT ANSWERS TO "OPEN-ENDED" QUESTIONS
CONCERNING THE P R O G R A M ..............

304

ix

INTRODUCTION

The attempt to promote international understanding
in education goes back at least to the 1800's.^*

In a con­

temporary sense, it is safe to suggest that following World
War II and the advent of the "cold war," governmental empha­
sis on international understanding was heightened.2

This

governmental impetus was signified by the efforts of
President Lyndon Johnson in September, 1965, with his
"Smithsonian address"3 and in February, 1966, with his
message to Congress concerning the International Education
Act.4

The President made clear his concern that students

be given a chance to learn more about the world, cultures,
customs, and values of other countries.
More recently, James Becker and Lee Anderson^ strongly
suggested that the schools must accept the task of extending
their students' vision beyond our own borders.

They further­

more said international education is one of the social exper­
iences and learning processes by which students acquire and
change their orientations.

The school has always been the

instrument for socialization; now this socialization extends
to a world society.
Accepting this challenge, the schools have experi­
mented with and tried various approaches to develop

2
programs in international understanding.

Educators' search

for the proper objectives and goals to be sought in their
programs has been aided by the literature of such men as
Leonard Kenworthy6 and Lee Anderson.7

Both authors have

set forth objectives and goals they feel schools should
strive to achieve.

Anderson's work will be dealt with in

subsequent pages of this text.
As a consequence of this increasing emphasis on
international understanding, a group of teachers from the
Ingham County, Michigan, school district in 1966 designed a
program called World Understanding and Comparative Cultures.
The goals of this innovated program were:
1. To provide an opportunity for widening and
deepening the understanding of the staff and the
students for those of differing backgrounds by provid­
ing for exchanges of views among teachers and students
from inner city, parochial, suburban and rural schools
over an extended period of time.
2. To provide greater and more systematic use
of community resources such as the Center for Inter­
national Programs at Michigan State University.
3. To provide systematic contact for foreign
students enrolled at Michigan State University with
high school students, both native and exchange, which
will be mutually advantageous. Also for foreign teacher
trainees who expect to return to their homeland to
teach.
4. To provide an opportunity for student involve­
ment in community services which should promote social
responsibility.
5. To provide an opportunity for effective use
of time and resources through large group presentations,
small group discussions and individual study.
6. To provide opportunities for exchange of teach­
ing methods and techniques and provide for experimen­
tation with new methods and materials in cooperation
with the Social Science Teaching Institute and the
Learning System Institute of Michigan State University.

3
7. To provide for the formation of a collec­
tion of materials pertaining to international under­
standing which can be published and made available for
expansion of the program within the county and ulti­
mately to any interested school system.
8. After evaluation, the program may serve as a
model for other schools in the county, state, region,
and nation both in content and organization.8
The purpose of the following thesis is to determine
how well and to what extent the methods of instruction met
these goals; what was the effect of the program on students
and staff; what other programs, if any, are trying to teach
international understanding; and, to assess the extent to
which the World Understanding and Comparative Cultures
program met some of the recommended objectives for inter­
national understanding as defined by the Foreign Policy
9
Association Report, 1969.
It is hoped that the following text will give some
evidence about how well the Ingham County, Michigan, program
in World Understanding and Comparative Cultures was able to
meet these goals and objectives of international under­
standing.
The writer was one of those Ingham County teachers
who formulated the World Understanding and Comparative
Cultures program, and participated on the teaching staff
of the program for five years.

These years of activity

in the program provided for a great deal of personal obser­
vation.
Objective data were obtained when, during the
spring and summer of 1972, a questionnaire was sent to 120

4
former students.

These students represented a four-year

period, with 30 students from each year.
students were equally represented.

Male and female

Also, the schools in the

program were grouped into clusters so each cluster was rep­
resented by 40 students.
Two high schools represented the parochial cluster,
while three high schools represented the inner-city cluster
and two high schools represented the suburban cluster.

The

four-year period covered by the survey was 1967 to 1971.
These years included those who were in the program at its
beginning (1967) and also allowed those students who
responded from the 1971 group to be out of high school at
the time of the questionnaire.

All responding students were

out of high school at the time of the survey.
Names of students were picked at random from class
lists covering the four-year period.

Every third male and

every third female was picked from the list for the first
round of sending out questionnaires.

These responses were

returned completely anonymously, so after a sufficient time
lapse a second round was sent, names again being picked at
random from the unused portion of the class lists.

After five

rounds, the required number of responses in each category—
male/female, cluster, and year of attendance in the program—
had been received.

i

5
The questionnaire approach was also used to obtain
information from the teaching staff and other school systems
around the state of Michigan.

6
Footnotes— Introduction

D.
G. Scanlon, International Education, A Docu­
mental History (New York! Teachers College, Columbia
University, 1960).
2Ibid., p. 21.
3
U.S., Congress, House, Hearings on the Inter­
national Education Act of 1966, Pub. L. 09-698, 89th
Congress, 1966.
4
U.S., Congress, House, International Education
A ct, Pub. L. 89-698, 89th Congress, October 29, 1966.
5
Lee Anderson and James Becker, "An Examination
of Objectives, Needs and Priorities in International
Education in the U.S. Secondary and Elementary Schools,"
Foreign Policy Association (Washington: U.S. Department
of Health, Education and Welfare, 1969), p. 345.
6Leonard S. Kenworthy, International Dimensions of
Education (Washington, D.C.: Association for Supervision
and Curriculum Development, N.E.A., 1970), pp. 70-71.
7
Anderson and Becker, op. cit., pp. 67-68.
g
Proposal for Funds, Unpublished Document, Ele­
mentary and Secondary Education Act, 1965, Pub. L. 89-10,
Title III, Washington, D.C.
g
Anderson and Becker, op. cit., p. 345.

Chapter I
STATEMENT OF THE PROBLEM

It would be a mistake to feel that an interest in
promoting international understanding in education is a
contemporary venture.

Dr. David G. Scanlon gave a great

deal of attention to the historical perspective of this
concern in the book he edited, International Education, A
Documental History.'*' Here Dr. Scanlon pointed out that
concern for international education easily goes back to
the 1800’s and beyond.
Dr. Scanlon noted that after World War II a greater
degree of emphasis was placed on methods and activities
which encouraged the incorporation of international studies
in the secondary schools.
were taking place:

At least three broad movements

textbook revision, governmental cultural

relations programs, and fundamental education programs.
The rapid emergence of newly independent countries
since World War II made it necessary for textbooks to elimi­
nate culturally biased remarks and pictures that led to
hatred and distrust, and to foster an increase in understand­
ing of cultural variations.
Governmental cultural relations programs became
prominent reactions to the "cold war."
7

Newly independent

8
countries wanted to be known abroad, and large powers
were in a position, with advanced techniques in the mass
media, to win their friendship and loyalties.

With the

advent of UNESCO, a first attempt was made to have the
concepts of social and behavioral sciences applied to
education and cultural change by international teams.
Governmental impetus was given to the strength­
ening of programs dealing with international education
when, on September 16, 1965, President Lyndon Johnson
delivered his Smithsonian address.

In part, President

Johnson said:
Concerning a lasting peace it becomes selfevident that ideas, not armaments will shape our
lasting prospect for peace; that the conduct of our
foreign policy will advance no faster than the cur­
riculum of our classrooms; and that the knowledge
of our citizens is the treasure which grows only
when it is shared.3
President Johnson again expressed his determination
to accomplish the objectives set forth in the Smithsonian
address when on February 2, 1966, he delivered a message
to Congress on the topic of International Education.

4

Subsequently, the recommendations in both his
addresses were formulated into the International Education
5
Act of 1966.
Congressional response to this venture was
well summarized by the following statement by the Senate
committee considering the law:
. . . We met with pleasure that we have received
the assurances of the administration that the pri­
mary goal of this legislation is building, in this

9
country, a strong base at the graduate level for inter­
national research and studies, and, on the undergrad­
uate level, giving a wide segment of our students a
chance to learn more about the world and the cultures,
customs, and values of other countries.®
Unfortunately, this law was never funded.
With all this agreement on the need to enhance
programs in international education, it is appropriate
to make an attempt to establish just what international
education is.

Two definitions by scholars in the field

are presented.
James J. Shields, Jr., gave a very concise defi­
nition:

"International education is the study and practice

of various types of educational relations across national
boundaries."

7

Lee Anderson and James Becker refined this defi­
nition and brought it closer to the schools in their
1970 report.

They wrote:

International education is those social experi­
ences and learning processes through which individ­
uals acquire and change their orientations to inter­
national or world society and their conceptions of
themselves as members of that society.
We must think of the human species as having
reached a point on the scale of interdependence,
common values, and shared problems where we can ana­
lytically view the planets' population as members
of a single albeit loosely integrated society.
And, by orientation we mean an individuals cog­
nitive understandings and affective images of the
g
structure and operation of world society as a whole.
Then Dr. Shields carries this point further when he
suggests that if man is to learn to see himself as one species
in a global society, attempts must be made to encourage him
to accept this concept.

The school systems in our country

10
have been commissioned the task of socializing the young into
the mainstream of American culture; so it would seem rational
that the schools must also become involved in extending their
students' vision beyond our own borders.

This rationality

must be applied to change men's attitudes of suspicion,
hostility, and intolerance.

Dr. Shields maintained that

in order to accomplish this goal, schools must emphasize
programs designed to promote international understanding.^
A basic obstacle to eliminating the fears and sus­
picions of a nation is the belief that one's group is best
and other groups are to be despised.

This ethnocentrism

not only contributes to national self-interest, but also can
be responsible for setting apart subgroups within the
nation.

This is evidenced by the fact that many Americans

are not only suspicious of "foreigners," but are also sus­
picious of other Americans who live, speak, believe, or
act differently than they do.
Research suggests a strong inverse relationship
between education and ethnocentrism.

Formal education

contributes to altering or influencing human attitudes and
perceptions.

Education must be prepared to do this if the

student is to begin to understand the world scene.

By pro­

viding students with concepts that enable them to see
greater meaning in the contemporary world, some of this
ethnocentrism can be altered.10

11
The reduction of ethnocentrism is clearly an integral
part of any good educational program, and is an urgent need
of our time.

No greater claim could be made on the schools

than the development of world-mindedness in their teaching
objectives, their teaching personnel, and in the imparting of
knowledge to o t h e r s . ^

The task must be undertaken by

the schools, for the sophistication or quality of the
public's understanding of international society is influ­
enced by the quality of students' exposure to international education in the elementary and secondary schools.

12

The challenge is not to be taken lightly; as Qean
Rusk pointed out:
Of all the fields of learning it is in the
teaching of world affairs that we need to approach
the maturing student with questions to which we have
no answers. For here the problems become more press­
ing and complex. As Margaret Mead points out, "We
are now at the point where we must educate people in
what nobody knew yesterday, and prepare in our schools
for what no one knows yet, but what some people must
know tomorrow.
The maturing student must be approached in the
classroom, for international understanding will not develop
by itself outside the school environment.

For the most

part, parents do not encourage children to associate with
those outside their own neat, clean, and orderly life.
Now if the two major institutions that shape the child's
social attitudes are the family and the school, it looks
as if the schools have been nominated to do the job.^-4

12
When the term "school" is used here* it may be
proper to include the community it serves as well.

For,

It is quite possible that the student's ability
to deal with domestic problems in an explicit, ethi­
cal, and legal framework will help him deal with
international issues more intelligently. If the
student learns to distinguish essential ethical com­
mitments from superficial customs within our own
society, he may well be able to make the same judg­
ments regarding other nations.^
Assuming that schools feel they are charged to do
something about international understanding, how can they
judge if they are already involved in such a program?
Kenworthy suggested the following checklist that schools
might use for self-evaluation:
1. Is our school developing secure, integrated
individuals who can associate differences among people
with friendliness rather than with hostility? In what
ways are we doing this? How could our work in this
respect be improved?
2. Is our school introducing students to the
entire world or only to parts of it? In what ways
are we doing this? How could our work in this
respect be improved?
3. Is our school helping students to understand
the similarities and differences among the peoples of
the world? In what ways? How could our work in this
respect be improved?
4. Is our school helping students to appreciate
the contributions of all peoples to the international
community? In what ways are we doing this? How could
our work in this respect be improved?
5. Is our school helping students to obtain as
realistic a view as possible of some of the world's
basic problems? In what ways? How could our work in
this respect be improved?
6. Is our school helping students to become
interested in current affairs and to evaluate their
sources of news about the world? In what ways? How
could our work in this respect be improved?
7. Is our school helping students to develop
pride in our country's achievements, concern about
its shortcomings, and understanding of its relations

13
with other nations? In what ways? How could our work
in this respect be improved?
8. Is our school helping students to understand
the significance of the United Nations and its related
agencies, their purposes, programs, progress, poten­
tialities, and problems? In what ways? How could our
work in this respect be improved?
9. Is our school helping students to develop a
philosophy of life which can be universalized and can
undergird our efforts to strengthen international
understanding? In what ways? How could our work in
this respect be improved?
10. Is our school carrying on its program in inter­
national understanding as a school-wide program, involv­
ing all departments and curricular activities? In what
ways? How could our efforts be made more effective?
11. Is our school using a variety of methods
and materials to promote international understanding?
Which seem the most effective means? What new methods
should we try? What new materials should we try to
obtain?
12. Is our school cooperating with other agencies
of society which can be utilized to promote international
understanding? In what ways? How could our work in this
respect be improved?1 ^
If the foregoing questions are asked and the schools
are deficient in positive answers, what direction might be
taken?

What changes might it be desirable for the schools

to try to accomplish?

The following are suggestions made by

Anderson and Becker that programs in international under­
standing might strive to accomplish:
1. enhance the development of the capacity to
think conceptually and comparatively about societies.
2. develop skills in framing questions, formu­
lating hypotheses, distinguishing description and
value claims, using logic, and the use of models for
problem solving.
3. enhance the development of a sense of involve­
ment in the realities of the human condition.
4. enhance a capacity for the empathic recogni­
tion of commonalities in human behavior.
5. be aware of ethnocentric bias.
6. a fund of "value-free" concepts.
7. capacity to accept and adapt to social change.

14
8. capacity to recognize and tolerate complexity
and ambiguity.
9. capacity for independent study.
17
10. create a large body of teaching materials.
In their 1970 study, "An Examination of Objectives,
Needs, and Priorities in International Education in the
U.S. Secondary and Elementary Schools," Anderson and
Becker elaborate on the specific objectives that should
be pursued.

Following are two samples of these objectives:

The curriculum should develop students1 under­
standing of the international or global social system
as one level of human social organization. This
implies:
1. Developing some understanding of the major
entities that comprise the contemporary international
system. This implies:
a. some comparative understanding of the modern
world's some 130 nation-states.
b. some functionally oriented understanding of
cross-national organizations both governmental and
non-governmental.
c. some understanding of the international status
of the planet's polar regions, its oceans, and outer
space.
2. Developing some historical understanding of
the nation-state system as one of many historical and
imaginable forms of politically organizing the human
species.
3. Developing some understanding of major social
processes within the international system. This implies:
a.
some understanding of inter-nation conflict
and conflict resolution.
b.
some understanding of inter-nation war.
c.
some understanding of inter-nation collabora­
tion and integration.
d. some understanding of inter-nation trade,
investment, and foreign aid.
f.
some understanding of cultural diffusion.
g.
some understanding of the processes of inter­
nation influence or power.

15
4.
Developing some understanding of major inter­
national social problems. This implies:
a. some understanding of the problems of con­
trolling or managing inter-group, particularly inter­
nation, violence and of creating institutions for the
peaceful resolution of conflict.
b. some understanding of the problem of control­
ling population growth.
c. some understanding of the problems of "modernizing" developing societies.
d. some understanding of the problems of control­
ling the social and psychological costs of rapid socio­
cultural change, particularly technological change,
urbanization, and the bureaucratization of social
organizations.
e. some understanding of the problem of control­
ling further deterioration in man's natural environ­
ments.
f. some understanding of the problems of exploit­
ing the resources of the world's oceans and outer space
for the welfare of mankind in general.
g. developing an understanding of the source of
differences in human actions and life styles. This
implies some understanding of human behaviors as being
socially learned and culturally conditioned.
The K-l2 curriculum should develop students'
capacity to intelligently and critically observe
current history of the world system. This implies:
A. The curriculum should develop students' sensi­
tivity to, and emotional acceptance of, diversity in
human actions, perceptions, cognitions, valuations,
and social institutions.
B. The curriculum should develop students'
acceptance of, and a set of socially responsible
attitudes toward, technological and socio-cultural
changes.
C. The curriculum should develop students' sensi­
tivity to and acceptance of the political and ethical
implications of mankind's increasing interdependence.
D. The curriculum should develop students' capacity
to experience multiple loyalties— to perceive and feel
themselves to be responsible members of sub-national,
national, and cross-national groups.
E. The curriculum should develop students' capa­
city to emotionally tolerate the tensions of continuous
inter-group conflict and hostility.18

i

16
Not all secondary schoolmen have been impressed with
the concern for international education and its implications.
But certainly some have been.

Specifically, a group of

teachers from Ingham County, Michigan, in the summer of
1966 approached the Ingham County Intermediate School Dis­
trict (see Figure 1) to apply for funds to institute a pro­
gram in international education titled, World Understanding
and Comparative Cultures.
The group not only sincerely felt the need for this
type of innovative program, but they also felt that Lansing,
as the largest city in Ingham County, was an ideal location
in which to try this approach.
While the city has a population of about 115,000, it
serves as the hub for a tri-county area with a population
of 300,000.

This population is composed of 60 per cent

urban, 16 per cent rural farm, and 24 per cent rural non­
farm.
Twenty-five per cent of the work force is employed
in over 130 diversified manufacturing industries.
largest and best known of these include:

The

the Oldsmobile

Division of General Motors (home plant), Fisher Body, Motor
Wheel, White Motor Company, and John Bean Manufacturing
Company.

Other industries in the Lansing area include the

manufacture of machine tools, metal stamping, steel fab­
rication, aerial surveying, and plastics.

i

17

\r

o

«0

Figure 1.— Location of the City of Lansing,
Ingham County, Michigan.

l«»l I

U

18
Lansing, as the capital city of Michigan, has 21
per cent of its population employed in federal, state, and
local governmental services.
Greater Lansing's concern for employment, govern­
ment, and education has not resulted in overlooking the
health, welfare, cultural, and recreational needs of its
citizens.

A Community Services Council, supported by the

United Community Chest, has as its purpose to promote
cooperation and community planning by citizens and civic
organizations, education, health, character-building, and
social welfare agencies.

A competent staff and interested

and active volunteers have developed programs to assist in
meeting certain community needs, and the type of leadership
shown is indicative of their capacity for growth in these
and allied areas.
The Lansing metropolitan area has approximately 200
churches, several active and thriving theater groups which
present both contemporary plays and classical drama, and
a large civic center in the city of Lansing that not only
has a wide variety of on-going programs, but also attracts
numerous conventions to the city.

The Lansing park system

is reputed to be among the finest in the country.

There

are some 63 parks in the Greater Lansing area, including
a zoo, an arboretum, specimen gardens, and 46 scheduled
summer playgrounds.

There are also 74 baseball diamonds,

2 outdoor swimming pools, 10 indoor pools, and 7 public

4

19
golf courses.

The Y.M.C.A. and the Y.W.C.A. offer a number

of programs for both adults and young persons.

The Lansing

school system provides a wide variety of evening courses
that allow any interested citizen to take subjects ranging
from pottery making to "great books" for a minimal fee.
At the heart of the city is a fine new public library
operated by the public schools, and nearby is the State
Library of Michigan and the Michigan Historical Museum.
The State Capitol itself and other public buildings are
near the city center.
On the Michigan State University campus extensive
historical and natural science displays are exhibited in
attractive museums.

Art exhibits are always available, and

r '

there is a new art museum in the Kresge Art Center located
on

theuniversity campus.

a large

In addition, the university offers

number of theater, lecture, and concert events;

during the year some of the most outstanding ballet, opera,
and theater groups in the world a p pear.^
Education in the Lansing area is also of major sig­
nificance.

Within the jurisdiction of the Lansing School

District are the following (1966-1967):
50 elementary schools— enrollment of 18,970
5 junior high schools— enrollment of 6,750
3 senior high schools— enrollment of 5,994
Of the 31,606 students in the public schools in 196566, more than 2,500 were Black, most of whom came from homes
that can be called disadvantaged.

20
The Okemos school district: also participated in the
World Understanding and Comparative Cultures program and
during 1966-67 their enrollment was as follows*
4 elementary schools— enrollment of 1,361
1 junior

high school— enrollment of 682

1 senior

high school— enrollment of 771

The World Understanding and Comparative Cultures
program intended

to, and did, include students from

Lansing Catholic

Diocese which is larger

the

than thepilot area.

Along with the rationale as to why Lansing in
Ingham County would be a wise choice for a new program,
the people involved in the group also provided the Ingham
County Board of Education with a description of what the
program in World Understanding and Comparative Cultures would
do:
1. It will provide an opportunity for widening
and deepening the understanding of the staff and the
students for those of differing backgrounds by pro­
viding for exchanges of views among teachers and
students over an extended period of time.
2. It will provide greater and more systematic
use of community resources such as the Center for
International Programs at Michigan State University.
3. It will provide systematic contact for for­
eign students enrolled at Michigan State University
with high school students, both native and exchange,
which will be mutually advantageous. Also for
foreign teacher trainees who expect to return to their
homeland to teach.
4. It will provide an opportunity for student
involvement in community services which should promote
social responsibility.
5. It will provide an opportunity for effective
use of time and resources through large group presen­
tations, small group discussions and individual study.

i

21
6. It will provide opportunities for exchange of
teaching methods and techniques and provide for
experimentation with new methods and materials in
cooperation with the Social Science Teaching Institute
and the Learning System Institute of Michigan State
University.
7. It will provide for the formation of a collect
tion of materials relating to international understanding which can be published and made available for
expansion of the program within the county and ulti"
mately to any interested school system.
8. After evaluation, the program may serve as a
model for other schools in the county, state, region,
and nation both in content and o r g a n i z a t i o n . 20
In Chapter II of this thesis, the literature con­
cerning international education is reviewed.
There was a favorable mood within the United States
during the mid-1960's that made it a good time to incorpor­
ate international education programs into the country's
secondary schools.

Several school systems capitalized on

this mood and did design programs for teaching international
understanding.

The programs at Glens Falls, New York;

Flint, Michigan; and Traverse City, Michigan, are briefly
discussed.

The Ingham County, Michigan, program titled

World Understanding and Comparative Cultures is the focus
of this study.
Following the description of the World Understanding
and Comparative Cultures program, an extensive evaluation
of that program is provided, using such research methods
as personal observation, questionnaires, and surveys to
examine how well and effectively the program met the
objectives set forth during its formulation.

22
A less extensive and more subjective assessment
is also made of the extent to which the World Understanding
and Comparative Cultures program apparently met some of the
recommended objectives for international understanding as
defined in such professional literature as the Foreign
Policy Association Report.21

23
Footnotes— Chapter I

D.
G. Scanlon, International Education. A Docume
tal History (New York: Teachers College, Columbia University, 1960), passim.
^Ibid., p. 21.
3U.S., Congress, House, Hearings on the International
Education Act of 1966. Pub. L. 89-698, 89th Congress, p. 4.
^Congressional Record, 89th Congress, Second Session,
Volume 112, Part 2, February 2, 1966, p. 1738.
5U.S., Congress, House, International Education Act,
Pub. L. 89-698, 89th Congress, October 29, 1966.
°David G. Scanlon and James J. Shields, Problems and
Prospects in International Education (New York: Teachers
College, Columbia University, 1968), p. 356.
^Ibid., p. xii.
Q
Lee Anderson and James Becker, "An Examination of
Objectives, Needs, and Priorities in International Education
in the U.S. Secondary and Elementary Schools," Foreign Policy
Association (Washington, D.C.: Department of Health, Edu­
cation^ and Welfare, 1969), p. 345.
^Scanlon and Shields, op. cit., p. xvii.
l^Anderson and Becker, op. cit., p. 372.
11R. Beynon, "Teaching World Understanding," Ohio
Schools, XLVI (September, 1968), p. 21.
■ ^ A n d e r s o n

and Becker, op. cit., p. 344.

13Dean Rusk, "Opening Statement," National Associa­
tion of Secondary School Principals Bulletin, LI (January,
1967), pp. 1-2.
l ^ A n d e r s o n

and Becker, op. cit., p. 2 09.

15Ibid., p. 216.
^L e o n a r d s. Kenworthy, International Dimensions of
Education (Washington, D.C.: Association for Supervision
and Curriculum Development, N.E.A., 1970), pp. 70-71.

24
17Anderson and Becker, op. cit., pp. 67-68.
^■®See Appendix H, p. 282.
^ Proposal for Funds, Unpublished Document, Ele­
mentary and Secondary Education Act, 1965, Pub. L. 89-10,
Title III, Washington, D.C. For the complete text of the
Proposal for Funds, see Appendix A, p. 144.
20see Appendix A, p. 149.
21see Appendix H, p. 282.

i

CHAPTER II
REVIEW OF THE LITERATURE

During the 1940*s and 50's a major program for the
development of area studies, foreign languages, and the
study of foreign cultures was needed to enable the United
States to cope with the variety of new problems of a cul­
tural, political, and economic nature that were forced
upon us by the new position of the United States in a
world soc iety.^
The Marshall plan of the 1940's brought a new
economic role for the United States in international
relations.

But this new involvement could not end here.

As stated by Alvin C. Eurich, President of the Academy
for International Development:
We have increasingly recognized that, intellec­
tually and culturally, we must extend our awareness
of other nations and their awareness of us. The
basis of viable self-government is education.
Ignor­
ance and freedom are not compatible in the modern
world."2
Howard R. Anderson of the University of Rochester
extended this concept of self-government even further when
he suggested the need for Americans to understand world
affairs.

Dr. Anderson maintained that in the United States,

more so than elsewhere in the world, the individual citizen
25

26
plays an important role in shaping his nation’s foreign
policy.

As a citizen he votes politicians in or out of

office, and can function by joining with other citizens
to organize pressure movements.

The citizen also performs

in varied special interest groups and professional organ­
izations that have counterparts in foreign lands.

Great

pressure can be brought to bear on foreign policy by these
private agencies.3
This concern for international understanding was
expressed on February 2, 1966, when the President of the
United States delivered a message to Congress on the topic
of international education.

In it the President urged the

stimulation of new programs in international studies for
elementary and secondary schools, since
. . . No child should grow to manhood in America
without realizing the promise and the peril of the
world beyond our borders. Progress in teaching
about world affairs must not lag behind progress
made in other areas of American education. We would
be shortsighted to confine our vision to this nation’s
shoreline. The same rewards we count at home will
flow from sharing in a worldwide effort to rid man­
kind of the slavery of ignorance and the scourge of
disease. . . . Our national interest warrants it.
The work of peace demands it.4
In October, 1966, the United States Congress gave
official recognition to the growing concern for teaching
world understanding, with the passage of the International
Education Act.

Section Two of this act states that:

The Congress hereby finds and declares that a
knowledge of other countries is of the utmost impor­
tance in promoting mutual understanding and cooper­
ation between nations; that strong American educational

27
resources are a necessary base for strengthening our
relations with other countries; that this and future
generations of Americans should be assured ample
opportunity to develop to the fullest extent possible
their intellectual capacities in all areas of knowl­
edge pertaining to other countries, peoples, and
cultures; and that it is therefore both necessary and
appropriate for the Federal government to assist in
the development of resources for international study
and research . . . in order to meet the requirements of
world leadership.5
During the Congressional hearings^ on this act, many
professional people had the opportunity to express their
feelings about the needed change to be brought about in the
United States’ attitude toward international education.

It

was felt that this change was stirring in the intellectual
community, where it was becoming clear that a man could no
longer be "educated" whose intellectual horizons were limited to one culture.

7

Such change had to be brought about not only by the
rejection of ethnocentrism, but also by the recognition
that we see only half of the world— our half.

This leads

us to the problem of not being able to understand why the
rest of the world does not think as we d o ,

And this leads

us to believe that as we have become a great nation, our
g
solutions can be applied anywhere.
The concern for international education was not based
solely on academic considerations.

As stated by John Gardner,

Secretary of Health, Education, and Welfare,
International education is a necessary aspect of
our national interest. The United States can not be
secure in a world one-half of whose people are illit­
erate, totally unskilled, or inadequately trained.

28
The enemy that education must conquer is ignorance,
inadequate skills, parochialism, and lack of sympathy
as to why people from different cultures react and
behave differently.9
The task becomes increasingly urgent, for since
World War II the world in which Americans live has increas­
ingly become a global one.

This means that the education

of our citizens in global affairs is of primary national
interest,I® for we cannot help societies we do not under­
stand.

To understand developing societies we need knowl­

edge of their traditions and values along with a knowledge
of the western societies that once ruled and shaped t h e m . H
We need to create a stable world that can share
in the great gains of science, health, and productivity.
This means that nations need to be economically stable,
requiring people who are literate, educated, and trained.
This concern is as important to our defense as nuclear
weapons.12
The nature of the world today is such that in order
to accomplish these goals an understanding only among gov­
ernments is not enough.

Ward Morehouse of the University

of the State of New York stated, "We need to seek under­
standing and cooperation between nations, not merely
between governments and institutions.

As a nation, as a

people, Americans can teach the people of foreign lands
13
and learn from them."

29
Mutual teaching and learning becomes more impor­
tant when we realize that, in the United States, decisions
are not made by a well-trained elite.

Thus we need voters

who are informed about the world so they are able to con­
tribute to foreign policy decisions.14
The State Department, in June, 1966, hosted a
National Foreign Policy Conference for educators, which
made clear the interest which the State Department has in
programs that contribute to international understanding.
During a panel discussion on world affairs in our schools
and in teacher education. Dr. George Angell (President of
the State University College, Plattsburgh, New York)
remarked:
The usual courses in history and political science
are often sterile of personal involvement. Today's
students will respond to specific requests for social
service in helping judges, welfare officers, and others
to carry out a more humane treatment of the poor and
the unfortunate. Without reality of experience, young
Americans are often at a loss in evaluating foreign
criticisms of American institutions and have little
upon which to base their own desire to improve our
way of life. . . .
Students should also learn about poverty. Here
the behavioral scientists have an unparalleled oppor­
tunity to put students in direct contact with tens of
thousands of our poor through the Federal, State, and
Local antipoverty programs. . . . They should partici­
pate in the thousands of community planning and econ­
omic development studies being funded under new legis­
lation. . . .
Although in studying another culture it is important
to understand its differences from American culture, it
is far more important to learn those human character­
istics, motivations, and aspirations that we have in
common. These are probably best learned through direct
and continued contact with one's peers both at home
and abroad. This understanding of commonalities will

30
provide a mutual respect upon which future peace
and progress may be confidently constructed.^
Ward Morehouse concurred when he said:
In my judgment we need to understand the cultural,
historical, and social background of those societies
with which our own national future is so closely inter­
twined.
By studying other cultures we not only acquire
a better understanding of other peoples but enrich our
own civilization as well.”16
Public education had been aware for some time prior
to the 1940's and after the 1960's that international under^
standing should and must be an inherent part of the school
curriculum.
In the Twenty-Fifth Yearbook of the National Council
for the Social Studies, Approaches to an Understanding of
World Affairs, 1954,17 Dr. John H. Haefner made some sug­
gestions for curriculum changes.

They included the fol­

lowing :
1. Additional emphasis must be placed on recent
events in other parts of the world especially as these
events relate to the United States.
2. Within courses, political, social, economic,
and cultural aspects must be emphasized, and partic-.
ularly those which are common throughout the world.
3. History ought to be taught horizontally by
periods, comparing development in all major countries
at a given time, rather than vertically, nation by
nation.
History at all times draws heavily upon
geography, anthropology, economics, political science,
and sociology.
4. Greater emphasis must be put upon learning what
and how people in other cultures think and why they act
as they do.
5. Students must become familiar with the fundamen­
tal problems of the post-war years, such as giving aid
abroad without creating ill will, extending technical
help to underdeveloped countries, and reconciling the
nationalistic fervor of colonial people with their
obvious need for continued assistance.i®

I

31
Dr. Haefner then pointed out that these changes had
been implemented in the Detroit Public Schools, the Dallas
(Texas) Public Schools, the Iowa State Department of Public
Instruction, and Kansas and Nebraska programs among others.
After setting the scope of the problem, Dr. Haefner
discussed in detail such areas of application as:
Classroom procedures, projects, experiments, and
techniques.
International understanding through student
relief projects and extra-curricular activities.
International understanding through non-school
activities.20
He concluded by saying:
The search for more effective means must be accom­
panied by constant and critical evaluation of what we
are doing. The "hope" that what we are doing is right
must be replaced by "knowledge," based on evidence that
we are changing attitudes and modifying behavior,
only clear thinking, continued experimentation, and
greater effort can bring this to p a s s . 21
Responding to the volatile force of rapid change in
the world and increasing recognition for the need to teach
United States students about world affairs, as stated in
their 1954 yearbook, the National Council for the Social
Studies initiated a pilot program for "improving the teach­
ing of world affairs."
Glens

Falls,

New York.

This program was implemented in
Some of the highlights of the pro­

gram are as follows:
The Glens Falls Story22
The program was to be of an inter-curriculum
nature, involving teachers of all subjects, at all grade

32
levels.

Emphasis was placed on involvement of community

resources and personnel.

The program set forth with these

as two of its major goals:
The program for improving the teaching of world
affairs is designed to have each pupil develop an
increasing understanding of other peoples; a growing
appreciation of different cultures; attitudes of
respect for others such as are desired for ourselves;
a sense of responsibility as to his personal role and
the role of his country in a world of nations; and an
awareness of the realities of international problems.
The goal of education for international understand­
ing is a world in which all peoples know as much as
possible about other peoples and why they live as they
do; keep informed about problems and issues tending to
divide peoples; use their influence to settle those
issues in accordance with universal values and through
appeals to reason rather than emotion; are sincerely
interested in helping other peoples to live the good
life and are willing to make sacrifices to that end;
realistically appraise national goals and the extent
to which these can be modified to conciliate other
peoples, as well as the point at which yielding in the
face of pressure achieves no lasting good; and consider
carefully those responsibilities that make present
conditions that can be reasonably assigned to agencies
for international cooperation, and those which must be
provided for in some other w a y . 2 3
To accomplish these goals the program was to affect
all subjects and grade levels.

Opportunities were made

available for "teacher workshops," which later included
community organizations and resource persons.

Community

participation was overwhelming, and many service groups
contributed resources in the form of printed materials.
An evaluation procedure was implemented that used
four sets of tests and covered a two-year period using the
project group plus a control group at grades 5, 8, and 11.

33
All in all, participants in the program felt it was
a success.

They all felt the effort to improve the teaching

of world affairs was beneficial for the community, the
country, and the world.

Now, three years after the pilot

period ended, the Glens Falls program is continuing.24
Flint, Michigan, Community Schools
During the mid-sixties, the Flint, Michigan, Commu­
nity Schools designed and implemented a program about Foreign
Affairs for their tenth grade students.25
The school system's policy expressed a philosophy
that the understanding of a culture, contemporary or historic,
is best achieved through the study of many aspects of that
culture.

Knowledge of the physical and political environ­

ment in which people live is made more meaningful when
there is concurrent study of that people's art, music, and
literature.

These modes of expression reveal much about

the human struggle to survive and flourish in the physical
and political setting of the times.

This "humanities"

approach is a trend of thought in today's education which
the Flint Public Schools follow.
Several objectives were outlined and several units
of study were presented.

Each unit contained various

classroom activities to enable the student to accomplish
the goals of the program.

Opportunities for oral activi­

ties, written experiences, geographic exercises, and

34
developing skills for the study of other countries were
included within the framework of the curriculum.

This

program uses the regional approach, concentrating on one
major world region at a time.
Traverse City, Michigan, High School
The Traverse City, Michigan, Senior High School
developed a course in The Study of World Cultures for their
twelfth grade students in 1968.

A program may be extended

to a two-year program in the future.

A brief outline of

one unit of the Traverse City program follows;
The search for world order— International Relations
I.

II.

III.

IV.

Understanding the nation-state system
A. The trend in human organization
B. The nation-state and need for social order
C. The role of power
D. World integration— the need for cooperation
How
A.
B.
C.
D.
E.

foreign policy is determined and carried out
Who are the decision-makers?
Who should be the decision-makers?
The role of thepeople
The role of power in carrying out policy
Diplomacy and international law

Alternatives to cooperation
A. World hunger
B. Problems related to world hunger
C. Conflicts over resources and waste disposal
D.
Small wars
E . Total war
Organizations among nations
A. Early efforts
B. The United Nations
C. Regional groupings
D. Role-playing
E. Summary conclusions

35
V.

VI.

Current problems of concern to nation-states
(To be determined by class interest and current
foreign policy association materials.)
Models of world order

Ob j ectives:
1. The students will demonstrate increased
knowledge of international decision-making including
the influences on, the process, and means of carrying
out policies.
2. The students will show an increased under­
standing of the inter-relatedness and inter-dependence
of all people of the world.
3. The students will use a variety of media to
analyze war as a method of conflict resolution.
4. The students will analyze conflicts which have
been settled by such means as negotiation and third
party mediation.
5. The students will be able to objectively evalu­
ate international problems of today, including possible
solutions.
6. The students will demonstrate an objective
understanding of United States foreign policy.
7. The students will analyze various models of
world order in order to speculate on the future of
international cooperation and s u r v i v a l . 26
These were but three examples of programs designed
to improve the teaching of international understanding.
There are others in existence

t o d a y .

27

These programs recognize the fact that behind every
crisis are fundamental and deep-rooted problems.

The citi­

zen who skims from headline to headline may be aware of the
latest happenings, but his attitudes of world affairs may
be based on emotion rather than reason.

The study of for­

eign relations is designed to help students place recent
world events in perspective and to encourage students to
evaluate the events critically.

36
Unfortunately, since the 1960's the enthusiasm for
programs in international understanding has cooled both at
the federal and local levels.

For instance, the International

Education Act stated quite clearly some very fine sentiments
such as

. . knowledge of other countries is of the utmost

importance in promoting mutual understanding and cooperation
between nations.

. . ."28

This act was never funded.

It

seems the Congress had the right sentiment but was not con­
vinced enough to spend money for it.
It is feasible that the Vietnam war had ah effect
on the decreasing concern for teaching international under­
standing.

The Vietnam war was an unpopular war.

It is

probable that the criticism aimed at the war was carried
over into the feelings about all international involvements.
Also, a vast movement concerning domestic issues was
launched in this country.

Poor people's marches to Washing­

ton and unrest in the cities' ghettos caused alarm.

Huge

amounts of federal spending were channeled into programs
such as urban renewal, model city programs, welfare, and
various others.

The emphasis seems to have shifted to

education of the disadvantaged in basic skills and away
from education for international understanding.
Now for a look at the attitude toward courses for
teaching international understanding at the state level in
Michigan.

If the availability of courses in international

understanding is the criterion by which to measure concern,

37
Michigan scores poorly.

A survey revealed that of 331 sec­

ondary school districts in 78 of the 83 Michigan counties,
only 28 districts felt they offered courses of study dealing
with international understanding.29
In 1971, the Michigan Department of Education put out
a publication describing innovative social studies programs
titled, Social Studies in Michigan; Some Individual Descrip­
tions .30

Nowhere in this report was there mention of any

programs that dealt with international understanding.

The

report listed courses in the American West, personal psy­
chology, a study of U.S. history through the arts, the spirit
of reform in the American past, etc.^l
If a need was felt for further innovation in the
Michigan social studies curriculums, its direction was
expressed in this statement:

". . . If one were to detect

a need in the social studies perhaps it would be that few
programs involve a Kindergarten through 12th grade effort."
If one thinks that perhaps Michigan's lack of enthu­
siasm for innovated programs dealing in international under­
standing was due to a lack of funds, one would have expected
to see enthusiasm grow if funds could be provided without
cost to the state.

Not so.

In the period from 1965 to

1972, Michigan was awarded 152 grants from the ElementarySecondary Education Act of 1965, Title III.

Of these 152

grants, only one, the Ingham County program in World

38
Understanding and Comparative Cultures, dealt with inter­
national u n d e r s t a n d i n g . T h i s is the program described in
this thesis.
For the state as a whole, 77 per cent of the ESEA
Title III projects that were funded at the same time as
World Understanding and Comparative Cultures were continued.34
At the time of this writing, the World Understanding and
Comparative Cultures program is not being carried on.

It

seems that local boards of education have determined other
priorities.

39
Footnotes— Chapter II

^Harold Taylor, Conference on World Affairs
(Washington, D.C.: American Association o£ Colleges for
Teacher Education, 1967), p. 6.
2

U.S., Congress, House, Hearings on the International
Education Act of 1966, Pub. L. 89-698, 89th Congress, H.R.
14643 (Washington, D.C., March 30,31; April 1,4,5,6, and 7,
1966), p. 360.
3Howard R. Anderson, ed., "Approach to an Under­
standing of World Affairs," Twenty-Fifth Yearbook of the
National Council for the Social Studies (Washington, D.C.:
National Council for the Social Studies, 1954), p. 5.
^Congressional Record, Proceedings and Debates of
the 89th Congress— Second Session, CXII, part 2 (February 2,
1966), 1738.
5

U.S., Congress, House, International Education A c t ,
Pub. L. 89-698, 89th Congress, H.R. 14643, October 29, 1966.
passim.
6U.S., Congress, House, Hearings on the International
Education Act of 1966, Pub. L. 89-698, 89th Congress, H.R.
14643 (Washington, D.C., March 30,31; April 1,4,5,6, and 7,
1966). passim.
^Ibid.

P- 199.

8Ibid.

P. 256.

9Ibid.

P- 14.

10Ibid.

P- 426.

X1lbid.

P. 272.

12Ibid.

P- 302.

13Ibid.

P. 340.

14Ibid.

P- 256.

ISu.s., Departme
Responsibility Pubn. No. 8129 (September, 1 9 6 6 ) , p . 31.

40
16Ibid., p. 33.
17Howard R. Anderson, ed., "Approach to an Under­
standing of World Affairs," Twenty-Fifth Yearbook of the
National Council for the Social Studies (Washington, D.C.:
National Council for the Social Studies, 1954), pp. 347-48.
18Ibid., p. 348.
19Ibid., pp. 348-50.
20Ibid. , pp. 361-78.
21Ibid., p. 380.
22

H. M. Long and R. N. King, Improving the Teach­
ing of World Affairs— the GlenS Falls Story, Bulletin
No. 35 (Washington, D.C.: National Council for the Social
Studies, 1964). Also see Appendix B 1 , p. 177.
23Ibid., p. 23.
24Ibid., pp. 73-93.
25See Appendix B2, p. 180.
26See Appendix B3, p. 184.
27For an overview of several other existing pro­
grams in international understanding, the reader may refer
to Dr. Troy L. Stearns' (Michigan State University) book,
Teaching of World Affairs and International Understanding,
or an article by Dr. Stearns titled, "International Understanding, Sources and Resources" in the Michigan Journal of
Secondary Education, Fall, 1965, p. 33.
28U .S ., Congress, House, International Education
A c t , Pub. L. 89-698, 89th Congress, H.R. 14643, October 29,
1966. passim.
29See Chapter IV, p. 62.
38Michigan Department of Education, Social Studies
in Michigan, Board of Water and Light Building, Lansing,
Michigan, c/o Dr. R. Trezise.
31Ibid., part v.

41
32I b ± d . , part vll.
33M i c h i g a n Dep a r t m e n t of Education, E S E A Titl e III
R e p o r t , Board of W a ter and Light Building, Lan sin g, Mich igan,
c/o Linda Avery.
3 4 I b i d . , p. 10.

CHAPTER III
DESCRIPTION OF THE WORLD UNDERSTANDING
AND COMPARATIVE CULTURES PROGRAM

On January 13, 1967, the Ingham County, Michigan,
Intermediate Board of Education submitted a request for
funds to establish an innovative program in the social
studies.

The request was made to the Elementary and Sec­

ondary Education Act of 1965, which reads in part:
Funds appropriated pursuant to section 841 of
this title shall be available only for grants in
accordance with applications approved pursuant to
this subchapter for—
(1) planning for and taking other steps heading
to the development of programs or projects designed
to provide supplementary educational activities and
services described earlier;
(2) the establishment or expansion of exemplary
and innovative educational programs (including dual~
enrollment programs and the lease or construction of
necessary facilities) for the purpose of stimulating
the adoption of new educational programs, in the
schools of the state.1
The program was called World Understanding and Com­
parative Cultures.

It was innovative in design for it

involved the exchange of students and faculty from both
the parochial and public schools on a large scale, thus
allowing for greater use of community resources and person­
nel from the local area and Michigan State University.

42.

The

43
program also involved foreign students from the Michigan
State University campus as resource persons.
A planning workshop was held during the summer months
of 1967.

In addition to the teachers who composed the staff

of the project and administrative staff members from the par­
ticipating schools, a librarian consultant was available from
the Social Science Teaching Institute of Michigan State Uni­
versity.

Also, staff members invited students that they

felt would be interested in this type of program to partici­
pate.
Some of the activities of the planning group were:
A. The working out of lecture and discussion topics
related to the objectives related to attitudian devel­
opment and cognition.
Some of the discussion topics
included the problems of the population explosion, the
problems of emerging nations, nationalism vs. interna­
tionalism, economic interdependency and the problems of
disarmament.
B. Since no text was used there was a review of
appropriate paperbacks in various categories such as
Ina Corrinne Brown's Understanding Other Cultures for
general understanding, the bibliographies of such organ­
izations as the Asia Society's Guide to Paperbacks on
Asia for special materials.3
C. The selecting of appropriate periodicals such
as Atlas; The Magazine of the World Press, Time, Foreign
Affairs, The Christian Science Monitor, The New York
Times,~Saturday Review, and Newsweek and provisions for
their efficient use.
D. The reviewing of appropriate films using the
combined collections of Michigan State University and
the University of Michigan plus films produced by for­
eign governments and available through their embassies.
E. Conferences with consultants to determine approp­
riate lecture topics. This was especially important
since it was anticipated that these lectures will be
transcribed and become part of the project's resource
file.
F. Examination of areas of local need where stu­
dents could become involved in social s e r v i c e . ^

44
The staff and students participating in the planning
of the program were able to draw upon the Social Science
Teaching Institute from Michigan State University, and the
Michigan-Ohio Regional Educational laboratory who cooperated
in formulating the program from early in its inception.
An example of the type of contribution made by the
Social Science Teaching Institute (MSU) was the introduction
of the Inter-Nation Simulation developed by Dr. Cleo Cherryholmes, who was, at that time, on the staff of the Social
Science Teaching Institute.

The simulation was demonstrated

in a full-day session held at the J. W. Sexton High School,
Lansing, Michigan.

The simulation involved the decision­

making process on the part of the students, who were given
information about the political systems and the economic and
military potential of the countries they represent.

No

actual names were given to these countries, to prevent emo­
tional reaction to actual nations.

Using the information at

their disposal, the students conclude alliances and trade
agreements, and define their relationship to international
organizations.

Charts are provided for the simulation direc­

tor to compute the effectiveness of the decisions made by
the participating student groups.
An example of the type of contribution made by the
Center for International Programs

(MSU) was the selection

and booking of appropriate foreign graduate students as
resource people.

Students were invited to attend the

45
International Festival held annually on the Michigan State
University campus and to attend the various National Group
Nights held throughout the year.

As a unique contribution

the Center allowed students to sit in on the orientations
held for foreign students about to visit American families.
The planning stages being complete, the pilot pro­
gram was initiated in the fall of 1967.

The program involved

a professional staff of three half-time teachers who remained
with their home school staff for the other half-time, and
one full-time teacher-director.

It was felt essential that

the teaching staff remain in their home schools for half of
each teaching day to retain the identity of the participating
schools and prevent the development of a separate teaching
unit operating outside of the participating schools.

When­

ever possible, faculty members from participating schools
were called in to contribute special talents or areas of
expertise.
The program enrolled approximately 2 50 students from
five high schools in Ingham County, Michigan.

These 250

junior and senior students were enrolled on the basis of
their own interest, coupled with teacher recommendations.
The program was explained to students through the coopera­
tion of the counseling staff in each of the participating
schools.

The only prerequisite for enrolling in the program

was that the student had to have finished the required course
in United States History.

Because of the nature of the

46
written work to be done in the program, it was recommended
that the student should be doing above average work in
English classes.
These students selected for the program came from a
rural-urban area.

Their distribution was as follows:

Percentage of students from the rural area:
Farm— 3%
Non-farm— 2%
Percentage of students from the metropolitan area:
Central city— 50%
Non-central city— 20%
Other urban— 25%
Students were transported daily from their home
schools to a central location, which varied from day to day
among the participating schools.

Groups for small group dis­

cussions contained a mix of the student population, of the
participating schools.

A balance of large group presenta­

tions, small group discussion, and opportunities for inde­
pendent study was maintained.

Group participation in after­

school cultural activities was encouraged, and in some cases
required.
Although a portion of the day was spent in trans­
porting students to the central meeting place, this was
felt to be essential if the program was to provide for an
interchange of ideas of students from differing backgrounds
and communities.

It was also essential if the program was

to make effective use of community resources such as foreign

47
student speakers and panels, visiting professors, films,
and teacher presentations.
In the following pages are stated the objectives
of the World Understanding and Comparative Cultures program
and several of the activities provided by the program to
achieve them.
A. Objectives related to Attitudinal development
1. To develop in students and teachers an understanding of the value system, attitudes and perceptions
of people of other cultures and of students of differ­
ing backgrounds within our own society. To accomplish
this objective, frequent contact with natives of other
cultures as well as daily contact with students from
schools which differ from their own is planned.
2. To show students that in spite of cultural dif­
ferences there are basic similarities in the human con­
dition and that though the differences should be
accepted and empathized with, the similarities are more
vital.5
The program provided experiences of this nature by
inviting foreign nationals to "coffee hours."

These coffee

hours enabled the World Understanding and Comparative Cul­
tures students and the foreign nationals to become acquainted
and exchange views in an informal, conducive atmosphere.
The students' acceptance of this activity was overwhelming.
The staff was pleased to note that the students took the
opportunity to "mingle" and "circulate" from group to group,
thus meeting as many people as possible.
This objective also was part of the rationale for
bringing the ten schools together.

The students were delib­

erately mixed into discussion sections with students from

48
the other schools.

Within these groups, students were

free to interact with people of wide and varied backgrounds—
socio-economic and ethnic.

In these groups, inter-personal

skills were developed through the use of contact and simu­
lation exercises, such as "Star Power, Hollow-Squares, NASA,
Prisoner's Dilemma, and First Impression Games."

(Simulation

exercises are games developed to illustrate such factors as
social class differentials, cooperation, competition, and
decision making.)

Some of these games came to the program

through publications such as the Michigan Education Journal,
and some were developed

by the teaching staff.

3. To increase in students a sense of social
responsibility by providing opportunities to become
actively involved in social service in the community.®
In many cases, the students spent their independent
study periods in community service.
4. To develop a sense of the interdependence of
nations through the use of case studies and through
the use of resource people with first hand information.
On Monday, all students from the several schools
were brought together for a general session.

During these

sessions they were exposed to lectures, films, and dramatic
presentations.
B.

Objectives related to study skills

1.
To develop the ability to locate, organize and
assimilate pertinent information by providing a wide
variety of both primary and secondary source material
in conjunction with the time and guidance necessary to
carry on independent study . 8

49
Some students used this independent study period to
develop these skills by pursuing a formal research problem.
2. To develop the ability to work effectively in
group situations by providing extensive opportunity
for small group discussions of pertinent topics.
3. To provide through inductive techniques such
as simulation and understanding of basic principles
rather than unrelated facts. One example of such a
simulation is the Inter-Nation Simulation recently
published by Science Research Associates .9
Students from the various schools were mixed into
discussion group situations.

Great emphasis was placed on

group dynamics.
C. Objectives related to Cognition and Appreciation
1. To increase the student's fund of knowledge
related to foreign countries, particularly those of
the non-western world. This will be attempted
through the use of printed materials such as periodi­
cals and source books, lectures by knowledgeable natives
of countries being studied, and audio-visual media . 1 0
The students in the program were provided paperback
texts and mimeographed handouts that were relevant to the
area of study.
3.
To expose the students to as many experiences
as possible which deal with the dramatic, plastic and
literary arts of other cultures. This will involve
extensive use of the cultural facilities made possible
by Michigan State University.11Efforts in this area were weak.

Students were

invited to the International Club activities at Michigan
State University, but very few attended.
D.
1.

Objectives related to structure

To develop an inter-school teaching team .1 2

Seven staff members constituted the team for the
program, each of whom was responsible for coordinating his

50
own discussion group consisting of students from all the
schools.

Also, the staff guided and directed their "home"

school students in their independent study programs.
Therefore, "teaching" as a team was limited.
The staff did meet to discuss future areas of
study, materials, and procedures.

Once these basic topics

were determined, the staff member's biggest responsibility
was directing the discussion group.
Schedule and Activities
At this point, some of the activities and procedures
used in the general sessions, independent study, and dis­
cussion groups are reviewed.^
General Session
Scheduling this program for a block of morning time
did permit maximum flexibility in movement around the com­
munity, while still permitting the student to pursue his
basic course of study in his home school.

These students

were bused to a central location within the Lansing area to
be exposed to lectures, coffee hours with foreign students,
films, and telelectures.
Lectures.— The lectures were delivered by people
competent in the field of concern for that session.

The

program had the advantage of exposing students to such
knowledgeable people from Michigan State University as
Dr. James McKee of the Department of Sociology, and from

51
the local community such people as Mr. Richard Letts,
director of Lansing's human relations council.

Federal

personnel like John D. Negroponte from the United States
Department of State

14

also spoke.

Coffee Hours.""The students were brought together
for informal conversation hours with Asian and African stu­
dents from the Center for International Programs at Michigan
State University.
Films.— Several sophisticated films were rented from
the Michigan State University and the University of Michigan
Libraries, covering the area of concern for a particular topic.
Telelecture.— A telephone-speaker system was hooked
up so that students could listen and talk to State Depart­
ment representatives in Washington, D.C.

The State Depart­

ment later sent some representatives to the program for a
face-to-face follow up.
Text and Printed Hand-out Materials.— All text and
printed materials were furnished to the students.

Paper­

back texts were used for the various countries under study.
These texts were complemented by novels written by authors
native to the areas of concern.

The program used the

writings of such prominent authors as Ina Brown and Henry
Jules from the field of sociology.

W. E. DeBois and

William Brier provided literature on the contemporary
scene.

Along with area text writers such as Reischauer,

Spear, and Nehru, the program used informative as well as

52
interesting area novels by such writers as Markandaya,
Statler, and Hasse.
Many mimeographed hand-out materials concerning the
area of study were donated by the visiting lecturers and/or
compiled by the teaching staff.
Independent Study
On Tuesday and Thursday, the students participated
in their independent study projects.
alternatives, including:

They had several

the Lansing school system teacher-

aide program, a research paper, or work in other volunteer
programs.
Research Paper.— Students were allowed an 18-week
semester to develop a full-scale research program.

The

student selected a topic and discussed it with his home
school instructor, who was responsible for guiding the
student through the process of writing the research paper.
Lansing Schools Teacher-Aide ■rogram.— Many of the
students elected to work as teacher aides or in the Head
Start program.

On Tuesday and Thursday, these students

would report to the school and teacher to which they had
been assigned.

They would work with these teachers for

the 18-week semester.

Most students repeated this for the

second semester, therefore making it an all-year experi­
ence.
Other Volunteer Agencies.— If the students did not
go into the Head Start or teacher aide program, there were

53
many other services they could render.

Following are some

of the other agencies where students provided services:
Beekman Center for the handicapped
Cristo Rey Mexican-American Community Center
East Lansing Crisis Centers Listening Ear
Michigan School for the Blind
Ingham County Extended Care facilities
Michigan State Legislature
Sparrow and St. Lawrence Hospitals
Probate Court Lesher Place for neglected children
Michigan school migrant program
Lansing human relations council
Republican and Democratic central committees
Meridian Township planning board
Model Cities program
Entertainment groups for extended care centers
Boys Club of America
The Red Cross
Discussion Groups
On Wednesday and Friday the

students were mixed

into groups for the purpose of discussion.
The staff decided to try something somewhat new in
the structure of the group discussion units.

It was felt

the needs of many students were not being met, so five
models were designed to facilitate need satisfaction.

The

idea involved allowing the student to select the type of
group structure he felt would best help him.

The models

ran from a group number one, where the teacher dominated,
to a group five, where the student dominated.

Following

is a description of the group models:
Group I: The teacher will develop the objectives
for the discussion group. The teacher will assign
the readings and determine the evaluation procedures.
Cognitive content in relation to world understanding
may be expected to be dominant, but the teacher may

54
be expected to provide facilities to encourage group
building as well.
Group II; The teacher will develop a selection of
academic objectives. The students will choose from
the "given" objectives which they will pursue; these
students will also determine the method of procedure
for achieving the goals. The teacher will evaluate
the measure of attainment of these academic objectives. The students will determine their own inter­
personal obj ectives and will evaluate their accomp­
lishments themselves. Final evaluation will consist of
a combination of both procedures.
Group III: The teacher and the students will
develop the objectives jointly. Performance requirements
will be drawn up by the students and faculty members
working together. Evaluation will be worked out
mutually. Cognitive emphasis and inter-personal under­
standing may be expected to be relatively balanced.
Group IV: The students will develop their own
academic and inter-personal objectives. Students
will decide on the methods to be adopted for reaching
the goals. Students will draw up procedures for eval­
uation and measure their degree of attainment.
In
addition to the role of facilitation and resource per­
son, the teacher will designate a method for developing
objectives. Teacher evaluation will be limited to eval­
uating the students’ correct use of the designated
method. Group building and inter-personal relations
may be expected to be dominant, but coordination with
cognitive data will be expected.
Group V: The students will develop their own aca­
demic and inter-personal objectives.
Students will
decide on the methods to be adopted for reaching the
goals. Students will draw up procedures for evalua­
tion and measure their degree of attainment. The
above means total control by students of the activities
in a Group V classroom situation.
The concept of these differential groups was devel­
oped by the teaching staff.
I, III, and V were used.

As it turned out, group models

Students did not elect to be in

models II or IV so these models were not used in the
program.

i

55
In the preceding pages a description of the World
Understanding and Comparative Cultures program has been
outlined.

The program's planning stages were conducted

during a summer planning session involving teachers, admin­
istrators, Michigan State University consultants, and
students.

Many of the activities of the program such as

text material, films, and lecture topics were determined
at this point.
After the selection of the teaching staff 250 junior
and senior students were enrolled from five area high
schools.

These students were bused to a central meeting

place for a two-hour morning program.

These meetings con­

sisted of large group presentations, discussion groups,
and opportunities for independent study.
Many activities that the program provided have been
outlined.

These activities were made available to accomp­

lish the objectives of the World Understanding and Compara­
tive Cultures program related to attitudinal development,
study skills, cognition and appreciation, and program
structure.
Following the objectives the activities scheduled
by the program for the general sessions, independent study,
and discussion group models were discussed.

56
Footnotes— Chapter III

.S . , Congress, House, Elementary and Secondary
Education A c t , Pub. Law 89-10, Sec. 301, Title III, 1965.
2

Proposal for Funds, Unpublished Document, Ele­
mentary and Secondary Education Act, 1965, Pub. Law 89-10,
Title III, Washington, D.C. Data Form, Department of Health,
Education, and Welfare, Washington, D.C., 20202.
3See Appendix D2, p. 222.
^See Appendix J, p. 293.
^See Appendix I, p. 291.
6 Ibid.,

p. 291.

^Ibid.
^Ibid.
9 Ibid.
1 0 Ibid.,

p. 292.

1 1 Ibid.
1 2 Ibid.

^3See Appendix F, p. 243.
14See Appendix Dl, p. 219.
■^See Appendix D3, p. 225.
16See Appendix K, p. 298.

I

CHAPTER XV
METHOD OF INVESTIGATION
Personal Observation
The writer was a participant in the planning group
for the World Understanding and Comparative Cultures program,
and a staff member from 1967 to 1972.

This provided ample

opportunity to observe behavioral change in students taking
the course.
Also, from time to time, students were asked to
respond to "open-ended" questions such as:

"What changes

in your life do you feel World Understanding and Comparative
Cultures has caused?"

"Do you feel you are doing anything

differently now that you would not be doing if you had not
taken World Understanding and Comparative Cultures?"

"What

personal meaning or value has World Understanding and Com­
parative Cultures had for you?" and "Do you feel World
Understanding and Comparative Cultures has helped you in
any of your other academic classes, or in your personal
relations within the school?"

(For a sample of responses

see Appendix El, p. 230.)
Periodically, students were asked to rate and eval­
uate particular methods of the program.

During the five-

year period the writer was involved in the program, much
evaluative information was collected.
57

58
Questionnaire Sent to Students
During the spring and summer of 1972, a question­
naire was sent to 120 students who had participated in World
i
Understanding and Comparative Cultures.
The Sample
One hundred twenty students were used in the sample
(See Table 1).

There were 30 students from each year within

the four-year period.

These figures represent an equal num­

ber of male and female students.

Also, the schools used

were grouped into three clusters; each cluster was repre­
sented by 40 students.

Table 1.— Student sample selection.
Total

School
Gabriels
0 'Rafferty
Total
Eastern
Sexton
Everett
Total
Okemos
E. Lansing
Total

1967-8
M F

1968-9
M F

1969-70
M F

1970-71
M F

2

3

2

3

3

2

3

2

3

2

2

3

5
-

5

5

5

5

5

5

5

2

2

2
1
2

1
2
2

2
2
1

2
1
2

2

3

3

5

5

5

5

5

5

5
-

5
—

3

2

2

2

3

3

5

5

5

5

5

3
-

Year Total 15 15
30

15 15
30

by Sex
M F

by
School

12
8

13
7

25
15

5

20

20

40

3
-

9
3

8

17

2

8

3
9

17

5

5

20

20

40

3

3

2

2

2

3

13
7

12
8

25
15

5

5

5

20

20

40

15 15
30

5
—

15 15
30

6

120

59
Seven schools were classified in a cluster pattern.
Gabriels and O'Rafferty High Schools represented the paro­
chial school cluster.

Eastern, Sexton, and Everett High

Schools represented the inner-city cluster.

Okemos and

East Lansing High Schools represented the suburban cluster.
Only seven of the nine participating schools were
used to obtain the sample . 2

Holt High School and Haslett

High School were excluded because they joined the program
after its beginning and left the program before the time of
the questionnaire.
The four-year period covered by the survey was 1967
to 1971.

These years included those students who were in

the program at its beginning (1967) and also allowed those
who responded from the 1971 group to be out of high school
at the time of the questionnaire.

All responding students

were out of high school at the time of the survey.
Names of students were picked at random from class
lists covering the four-year period.

Every third male and

every third female name was picked from the lists for the
first round of sending out questionnaires.

The responses

to these questionnaires were completely anonymous, so after
several weeks a second round was sent, names again being
picked at random from the unused portion of the class
lists.

After five rounds, the required number of responses

in each category— male/female, cluster, and year of atten­
dance in the program— had been received.

60
Information Front the Survey
Relevant to Students
Although only 30 students from each of four years
were used in this survey, that number was considered to
represent a realistic cross-section of the students involved
in the World Understanding and Comparative Cultures program.
During this four-year period (1967-1971), a total of 556
students participated.

The 120-student sample represents

21 per cent of this total (see Table 2).

Table 2.— Student enrollment by school and year.

Type of
School

1967-68

Year
1969-70
1968-69

1970-71

Total

Parochial

49

36

44

22

151

Inner-City

47

62

78

51

238

Suburban

28

47

47

45

167

Total

124

145

169

118

556

In the following pages, some of the findings of
3
the survey concerning these 1 2 0 students are reported.
It must be kept in mind that the only prerequisite
to electing to take the World Understanding and Comparative
Cultures program was that the student had completed the
required course in United States history and it was sug­
gested

(due to the nature of the program's written

61
assignments) that the candidate be doing above-average
work in his English classes.

Thus, the World Understanding

and Comparative Cultures program was available to practic­
ally all juniors and seniors in the participating schools.
Of the 120 respondents, 87 students reflected
white-collar backgrounds, while only 27 represented the
blue-collar category .4

Six students did not answer.

The breakdown of the respondents according to occu­
pational level and cluster was as follows:

parochial, white-

collar, 25; parochial, blue-collar, 13; suburban, whitecollar, 34; suburban, blue-collar, 4; inner-city, whitecollar, 28; inner-city, blue-collar,

10

.

One-third (46) of the responding students stated
that their mothers worked.

There was no apparent corre­

lation between the type of cluster the family came from
and the number of working mothers.

The parochial cluster

had 13, the suburban cluster claimed 15, and the innercity cluster was just a shade higher with 19 working
mothers.
In responding to what high school class rank the
student had achieved, it was found that a large majority of
students (8 6 ) participating in the study ranked in the upper
third of their class.

The cluster from which the students

came did not seem to be significant as to achieving high

62
rank.

Of the 40 students in each cluster, 25 ranked upper

third from the parochial cluster, 29 ranked upper third from
the suburban cluster, and 32 ranked upper third from the
inner-city cluster.
Of the

86

students who were in the upper third

high school class rank, 71 went on to college.

Again, the

inner-city cluster had a slight edge with 27 going to col­
lege, the suburban cluster was next with 24, and the par­
ochial cluster was last with 19.
There was a marked difference in the number of
students attending college from the white- and blue-collar
family backgrounds.

Of the participating students from

white-collar backgrounds,

88

per cent went on to college,

while only 56 per cent of the blue-collar background stu­
dents went to college.
The religious background of the students was bal­
anced almost equally between Catholic (41) and Protestant
(42).

Jewish students were only three in number.

Thirty-

four respondents chose not to answer.
The majority of the students surveyed had
active and varied summer experiences.

The students were

asked, "What experiences have you had in summers since you
were involved in the World Understanding and Comparative
Cultures program? i.e., vacations, summer jobs, school,
travel, etc."^

The results of the responses are as

follows:

4

63
did not answer
vacation, local
worked
school and part-time work
volunteer work
travel, U.S.
travel, overseas
school, outside U.S.
just went to school

10

11
31
16
8
21

13
1

9

The students expressed a wide range of future inter­
ests.

Leading the field were teaching (18), finishing

school (23) , and going to graduate school (13).

Three

students expressed an interest in teaching overseas.

The

rest of the students expressed interests ranging from having
children (4) to becoming a diplomat (1), and the remainder
expressed interest in miscellaneous occupations.
The students surveyed were asked about their reading habits.

As for the regularity of reading the newspaper,

there was a great difference between the white- and bluecollar background students and between those who were in or
out of college.

However, there was little difference in

regularity of reading the newspaper among the three clus­
ters .

Do you read the newspaper
regularly?
Do you read the newspaper
sometimes?
Do you read the newspaper
not often?

Parochial

Suburban

Innercity

27

26

28

9

10

9

3

4

3

i

64

Do you
Do you
Do you

Whitecollar

Bluecollar

59
23
5

19
5

read the newspaper regularly?
read the newspaper sometimes?
read the newspaper not often?
College

Do you read the newspaper
regularly?
Do you read the newspaper
sometimes?
Do you read the newspaper
not often

2

Non-college

67

14

19

9

6

4

A similar picture developed when students were asked
about reading periodicals.

Again, occupation-level back­

ground and college attendance were more of a factor than
the cluster; i.e.:
Do you regularly read any periodicals?
Cluster —

said yes

parochial
suburban
inner-city

said yes

white-collar
blue-collar

said yes

in college
not in college

17
27
29
64
16
68

15

Fifty-three of the responding students indicated
they dated persons from outside their own race, social
class, religion, or nationality group.

There did not seem

to be much variance in dating practices among the clus­
ters.

The parochial cluster was represented by 17, the

suburban cluster 16, and the inner-city cluster was just a
bit higher with

21.

65
Different
Different
Different
Different

religion
race
class
nationality

16
11
10
8

Survey Questionnaire Sent to Staff
During the spring term of 1972, a questionnaire was
sent to nine teachers from the World Understanding and Com­
parative Cultures staff.

Six of the nine responded.**

The questionnaire asked the following questions:
1.
2.
3.
4.

How well do you feel the program met its objectives?
What is your reaction as to how well the objective
of building a "teaching team" was met?
Are you teaching various forms of the program in
your "home" school? What is it you felt valuable
enough to keep?
Comments.
The responses the six teachers gave to the above

questions are discussed in the "effect of instruction" part
of Chapter V.
Michigan Secondary School Survey
During the spring of 1972, the writer tried to
locate and identify programs in World Understanding, Inter­
national Relations, and/or Foreign Affairs being taught in
Michigan secondary schools.

Letters of inquiry were sent

to 331 secondary school systems .7

Seventy-eight of the 83

Michigan counties were represented {not represented were
Barry, Gladwin, Lake, Sanilac, and VanBuren counties).
Twenty-eight replies were received that indicated it
was felt that particular system offered such a program

66
of study.

Questionnaires were then sent to the 28 teachers

who were involved.

This questionnaire asked the teachers

to respond to such questions a s :
1.
2.
3.
4.
5.
6

.

What are the objectives of the course?
What classroom activities are used to reach
these objectives?
What teaching techniques are used?
How successful do you feel the program has been
at reaching the objectives?
What methods of evaluation do you use to deter­
mine if the course is meeting the objectives?
Do you have recommendations for those who wish
to establish courses of this nature in the
future?

One of the respondents was Mr. Fred Curow, Jr.
(instructor for the Traverse City World Cultures program),
who responded to the above questions as follows:
What classroom activities are used to teach these
objectives?
Research, reading handouts, slides, films, film­
strips, some role playing, some simulations, class
discussion.8
What teaching techniques are used?
I am primarily a reading and discussion person and
this technique works well for me because I have been
successful in motivating most of my students to the
importance of my course and then keeping them involved
and interested through a careful selection of resources
and discussion directing.
Resource selections involve much reading of current
sources and reproduction of materials. Very few books
but some prepared pamphlets, such as the AEP series,
have been used to advantage. With better students, I
have had good luck with research and discussion . 8
How successful do you feel the program has been at
reaching the obiectives?
I have been very satisfied.

67
What methods of evaluation do you use to determine
if the course is meeting the objectives?
Personal observations during discussions.
Small
group or individual discussions with students. Written
evaluations (anonymous) by the students. Essay exam­
inations. 1 1
May I have your recommendations for those who wish
to establxsh courses of this nature in the future?
1. Use only teachers who are 100% dedicated to the
importance of world understanding but who are fair and
objective and have a broad background from which to
draw examples.
2. Have available a large number of resources
(there is a good selection in paperback) for individual
reading and for teacher reference.
3. For example, for war and peace aspects, two
excellent sources of beginning include: World Law Fund,
11 W. 42nd St., New York, N.Y. 10036; and Nasbitt,
William A., Teaching About War and War Prevention,
Foreign Policy Association, 19^1.12
Mr. Curow was one of 11 teachers who did respond
(see Figure 2).

The other ten teachers' answers to the

questionnaire were very similar to Mr. Curow's.
The total response to this inquiry was poor.

Of the

3 31 secondary school systems contacted, only 28 felt that
their system had a program that dealt with World Understand­
ing, International Relations, and/or Foreign Affairs.
teachers in these

28

schools were sent the questionnaire

asking about their program of study.
responded.

The

Only 11 of those 28

68

s
f*il

/

* II

Figure 2.

Location of 11 teachers responding to
Michigan Secondary School Survey.

I*

69
Footnotes^-Chapter IV

^See Appendix El, p. 230.
2

Lansing Gabriels High School
Lansing O'Rafferty High School
Lansing Eastern High School
Lansing Sexton High School
Lansing Everett High School
Okemos High School
East Lansing High School
3
See Appendix El, p. 230.
4
U.S., Department of Labor, Bureau of Labor
Statistics, Occupational Outlook Handbook, Bulletin 1700
(Washington: Government Printing Office, 1972) .
5
See Appendix El, p. 230.
^Harris Webster, Lansing Everett High School
Pete Kressler, Holt High School
Dorothy Kail, East Lansing High School
Ben O'Brien, Haslett High School
Ed Vierra, O'Rafferty High School
George Siebert, Lansing Eastern High School
7
Michigan Education Directory, Lansing, Michigan,
1971-7 2. 7 02 Davenport Building, Lansing, Michigan.
®Mr. Fred Curow, Jr., Traverse City Senior High
School, Traverse City, Michigan, 1972.
^Ibid., passim.
IQlbid., passim.
13-Ibid.,

passim.

1 2 Ibid.,

passim.

(

CHAPTER V
EVALUATION OF METHOD OF INSTRUCTION
AND EFFECT OF INSTRUCTION

The World Understanding and Comparative Cultures pro­
gram involved students and staff from ten high schools,
public and parochial.

Students were brought together for

certain activities or they were given the opportunity to
participate in volunteer work, teacher aide programs, or to
pursue a research project.
The various methods of instruction and the effect of
these methods will be evaluated in the following pages.
Evaluation of Method of Instruction
Large Group Presentations
The once-a-week large group presentation consisted
mostly of lectures pertinent to the subject matter being
considered at the time.

The program was quite fortunate in

being able to obtain many scholars from Michigan State Uni­
versity and the Lansing community, such as Dr. Dhirenda
Sharma, Dr. George Barnett, Dr. Ruth Useem, Dr. James
McKee, and many more.^Occasionally, the students were brought together with
Asian and African students from the Center for International
70

71
Programs at Michigan State University for informal "coffee
hours."

This activity met with overwhelming acceptance by

the students.

The staff was impressed with the way the

students "circulated," meeting and talking to as many of
the Asian and African students as possible.
The staff tried once to use the "telelecture" tech­
nique.

A telephone-speaker system was hooked up so that

the students could listen and talk to State Department
representatives in Washington, D.C.

The State Department

later sent some representatives to the program for a per­
sonal follow-up.
On occasion, the large group presentation would
consist of a film presentation.

The program was able to

rent several excellent films from the centers at Michigan
State University, the University of Michigan, and various
embassies.

A few titles used were:

The World of A p u ,

The Flute and the Arrow, The Throne of Blood, and Cunraski
Puppet Theater.
Independent Study
On Tuesday and Thursday, the students worked on an
independent study project.
which included:

They had several alternatives,

the Lansing school system teacher aide

program, a research paper, or work in other volunteer
programs.
Research Paper.— Students had the opportunity to
develop a full-scale research program.

The time allowed

i

72
was an entire 18-week semester.

The student selected a topic

and discussed it with his "home" school instructor, who was
responsible for guiding the student through the process of
writing the research paper.
One Holt High School student commented on her exper­
ience writing the research paper:
I have learned a great deal in doing this research
paper, not only about Taoism and other religions of
China, but also of the many similarities that the
great religions share. I realize from participating
in World Understanding and Comparative Cultures, and
even more so from doing this research, that we should
not be ethnocentric. For when we examine the basic
beliefs of even the most dissimilar people, we dis­
cover how much alike we all are in certain basic
respects, especially in our search for a faith that
will assure us that life has a purpose.
I feel that
an understanding of the beliefs of other people is a
positive step in this search .2
Lansing Schools Teacher Aide Program.— Many of the
students elected to work as teacher aides or in the Head
Start program.

On Tuesday and Thursday, these students

would report to the school and teacher to which they had
been assigned.

They would work with these teachers for

the 18-week semester.

Most students repeated this work for

the second semester, making it an all-year experience.
The activity took place in many of the elementary schools
in the participating school districts.
Response to this activity was very favorable.

The

teachers who supervised the World Understanding and Com­
parative Cultures students in the teacher aide program or
the Head Start program reported to the staff that their

73
experiences with the students were most rewarding.

Also,

it was felt the program's students made extremely helpful
contributions to the supervising teachers and their elemen
tary students.

Most supervisors only regretted that the

high school student would not return the following year.
Following is a quote from one supervising teacher concern­
ing her volunteer:
Janet has been a real asset in our room. She fol­
lows directions or the routine without supervision but
also has the ability to make changes when the situa­
tion demands. She is very prompt and reliable. Many
times she has brought material to school to use with
the children which shows her interest and indicates
that she does advance planning. She understands and
enjoys the children and they, in turn, love her and
. respond very well to her requirements. Frequently,
she has stayed after class to ask questions about
behavior and reasons for it. In my estimate, she
should go a long way in any field she chooses .3
Other Volunteer Agencies.— If the students did not
go into the Head Start or teacher aide program, there were
many other services they could render.

Following are some

of the other agencies to which the students provided ser­
vices :
Beekman Center for the Handicapped
Cristo Rey Mexican-American Community Center
East Lansing Crisis Center: Listening Ear
Michigan School for the Blind
Ingham County Extended Care Facilities
Michigan State Legislature
Sparrow and St. Lawrence Hospitals
Probate Court Lesher Place for Neglected Children
Michigan School Migrant Program
Lansing Human Relations Council
Republican and Democratic Central Committees
Meridian Township Planning Board
Model Cities Program
Entertainment groups for extended care centers
Boys Club of America

i

74
As with the teacher aide volunteers, response from
these community agencies was most favorable.

The agencies

reported very pleasant experiences with the World Under­
standing and Comparative Cultures students, and felt they
made important and worthwhile contributions to the work of
the agencies and those concerned with them.
Following is a comment from the East Lansing Crisis
Center concerning their reaction to the student volunteer:
Cathee took part in the 40 hour training program
required to become a member of Listening Ear staff
and showed during that period much potential for the
kind of work required of our workers. Essentially,
Cathee*s job is that of answering telephone calls of
all types and listening to and commenting on the prob­
lems presented. She is also required to care for the
needs of people who "walk-in” to the Listening Ear.
Cathee has shown herself to be an excellent worker,
interested and empathetic to the many and varied per­
sons with whom she must deal. Her sense of responsi­
bility has been shown by her excellent attendance record
and her willingness to work whenever there is a need.
In order to continue her growth, Cathee has frequently
attended on-going training sessions and participated
wholeheartedly in the exercises at these sessions. If
Cathee has a fault, it is an unwillingness to assert
herself in large group situations and to avoid confron­
tation in that atmosphere. However, if one-to-one sit­
uations, she does well in assessing problem areas. As
time goes on, her ability to use good judgment in
handling problems improves and she becomes freer in
asking for advice and help from her fellow workers.
In conclusion, Cathee has been a most desirable
addition to our staff and we would like very much to
have her continue as a fellow "listening e a r . "4
One hundred and fifty of the students elected to do
the volunteer work to meet their independent study require­
ment.

On a final evaluation, the students ranked the con­

tribution of volunteer work to their understanding of other

75
people and other cultures.

The numbers illustrate the

students' acceptance of this type of activity:
Very important contribution
Important
Average
Not very important contribution

88
32
22
8

Discussion Groups
On Wednesday and Friday, the students were mixed
into groups for the purpose of discussion.
The staff decided to try something innovative in
the structure of the group discussion units.

It was felt

that the needs of many students were not being met by the
existing method, so five models were designed to facilitate
need satisfaction.

The idea involved allowing the student

to select the type of group structure he felt would best help
him.

The models ran from a group number one, where the

teacher dominated, to a group five, where the student domi­
nated.
Group I : The teacher will develop the objectives
for the discussion group. The teacher will assign the
readings and determine the evaluation procedures, Cog­
nitive content in relation to world understanding may
be expected to be dominant, but the teacher may be
expected to provide facilities to encourage group
building as well.
Group I I : The teacher will develop a selection of
academic objectives. The students will choose from
the ''given" objectives which they will pursue; the
students will also determine the method of procedure
for achieving the goals. The teacher will evaluate
the measure of attainment of these academic objectives.
The students will determine their own inter-personal
objectives and will evaluate their accomplishments
themselves. Final evaluation will consist of a combi­
nation of both procedures.

76
Group III: The teacher and the students will develop
the objectives jointly. Performance requirements will
be drawn up by the students and faculty member working
together. Evaluation will be worked out mutually.
Cognitive emphasis and inter-personal understanding may
be expected to be relatively balanced.
Group I V ; The students will develop their own academic and inter-personal objectives. Students will
decide on the methods to be adopted for reaching the
goals. Students will draw up procedures for evaluation
and measure their degree of attainment.
In addition to
the role of facilitation and resource person, the
teacher will designate a method for developing objec­
tives. Teacher evaluation will be limited to evaluat­
ing the students' correct use of the designated method.
Group building and inter-personal relations may be
expected to be concomitant, but coordination with
cognitive data will be expected.
Group V : The students will develop their own
academic and inter-personal objectives. Students will
decide on the methods to be adopted for reaching the
goals. Students will draw up procedures for evaluation
and measure their degree of attainment. The above means
total control by students for the activities in a group
V classroom situation.
The concept of these group differentials was devel­
oped by the teaching staff.

As it turned out, the program

used models I, III, and V.
Following is a quotation from a teacher involved in
a group V situation:
As to the fundamental question, "Has the group been
successful in terms of the objectives of WUACC and in
terms of the goals of the V model in the continuum of
discussion groups?" my observations are:
1. The group consists of members of only seven of
the ten schools in the program and some of these
schools have only one representative. Three or four
schools are significantly "over represented" with six
or seven people. This does seem, to me, counter to
the objective of the course as a whole which is to pro­
vide mixed discussion groups. I know of the difficulty
of going back to randomly assigned groups but I recom­
mend that we do. This seems to be the feeling of sev­
eral students, although some would vigorously object.

i

77
. 2. The group has had great difficulty in execut­
ing any continuing program, BUT I feel that they have
been sensitized to the difficulties of group organiza­
tion, compromise, change, interpersonal relations, and
in general, all the dynamics that go along with devel­
oping and administering a structured learning program.
Some of the feedback on the weaknesses of the group
indicate increased sophistication about group and per­
sonal commitment in group building and thus I do not
view these comments too pessimistically.
3. Many of the problems in attendance and commit­
ment to group goals which would be traditionally
considered evidence of the program's failure, I feel
are problems which these students have never before
encountered.
In this sense, the program is a success­
ful experiment in learning.
I feel that the intro­
spective nature of the feedback from students supports
this observation.
4. Most of the group did get involved in meaning­
ful interaction with their peers, especially when we
moved to the Michigan State Union building. Even though
I felt that this group was particularly homogeneous,
relatively speaking, there were many bridges of communi­
cation built. People who had not participated in my
former discussion groups were very much involved in
small group interaction under this new system of assign­
ing groups.
5. Some people missed class, or actually avoided
it on a chronic basis because of their problem dealing
with interaction situations. For these people, a more
structured approach might be more effective.
6 . Although they had several opportunities to do so,
many people would like to have formally studied China
in the group. This again was up to the initiative of
each individual student and the fact that nothing ever
evolved in the cognitive sphere was a learning experi­
ence for all concerned. A possible alternative for
choosing discussion groups which would handle this prob­
lem might be to develop the sections on the basis of
what the section would be dealing with (e.g. cognitive,
interpersonal relations, etc.).
7. Perhaps the most significant learning for most
of the students came from going through all of the
above trials and tribulations in a racially mixed class.
I continually had the feeling that many white suburban
students were having their first experience dealing
with black people. And this in itself justifies the
existence of the class, in my mind.5
At various times the students were given question­
naires to react to concerning how they felt about the

78
projects.

They were given statements as:

"This class

is . . ."; "If I were the instructor of this class I
would . . .

"The teacher is . .

"What were strengths

and weaknesses?" and "What would you suggest for the
future?"
Following are just a few comments collected from
the students:
This class i s :
Too hung up on trying to be a group.
I think we
might better try to talk about our personal problems
and let the group happen by natural interaction./
Falling apart in its attempt to stay together. So
why force it. I think smaller groups, dictated by
interest, would be better, more effective individ­
ually./ Not my type of class, the beginning of the
ending, it's hell one moment and heaven the next.
It's the pot of gold beyond the rainbow, it's being
on the shores of fire and brimstone./ I do not know,
a Noah's Ark to me, there are all different types of
animals; they can co-exist but never will they feel
the same at all times. Trying too hard to do something.
But I can't figure out what, e t c .6
Evaluation of the Effect of Instruction
This section will explore the effect the World
Understanding and Comparative Cultures program had on stu­
dents and staff.

In many cases, effect could be measured

by how well the objectives of the program were met.

Thus,

reference will be made to many of these objectives.
To develop in students and teachers an understanding
of the value systems, attitudes and perceptions of
people of other cultures and of students of differing
backgrounds within our own society. To accomplish
this objective, frequent contact with natives of
other cultures as well as daily contact with students
from schools which differ from their own is p l a n n e d . 7

79
When survey students were asked, "In what ways do
you feel your experiences in World Understanding and Com­
parative Cultures have made a difference in you?" 25
respondents reported it gave them a better understanding
of other cultures.8
Part of the original planning of the program was
that students should be brought together.

It was proposed

that:
Although a portion of the day was spent in trans­
porting students to the central meeting place we felt
that this was essential if we were to provide for
interchange of ideas of students from differing back­
grounds and communities.
It was also essential if we
were to make effective use of community resources
such as foreign students, visiting professors, films,
and teacher presentations.8
Of course in considering this area we never can be
positive about whether the students responded to this effort
as stated above or if they had their own motives.

For

instance, when the students responding to the survey were
asked about benefits of the program, almost one-half said,
"Being able to leave the regular school to attend World
Understanding and Comparative Cultures was a benefit."
This may seem to be an important factor, although during
the follow-up study only 11 of the responding students felt
that World Understanding and Comparative Cultures was much
more than an alternative to the traditional school system.
It would seem from this that being able to leave one's reg­
ular school was important but the World Understanding and

80
Comparative Cultures program as a whole was not considered
that different. ^-0
The staff reported that bringing students from
different background together helped students identify with
persons other than those with whom they were familiar.
The staff unanimously thought that as the program
progressed from year to year this objective was met less
and less.

They felt that when a cognitive objective such

as this was being met most successfully, the student's
initiative was not.

On the other hand, when the student's

initiative in relevant research or service topics was high,
the cognate objectives seemed to suffer.
It was thought that perhaps the type of student
participating in the program in later years caused some
of this change.

It was feared that the "word" got around

that the program was "community involvement oriented"
rather than academic.11
Another objective was, to show students that in
spite of cultural differences, there are basic sim­
ilarities in the human condition and that though the
differences should be accepted and empathized with,
the similarities are more vital.12
Forty-one of the 120 students surveyed responded
that World Understanding and Comparative Cultures had a
definite impact on their sensitivity toward people of dif­
fering backgrounds.

These students felt the contact pro­

vided with students from differing ethnic, social, and

81
racial backgrounds helped them to be appreciative of their
similarities and to de-emphasize their differences.13
Once again, the reaction of a female student from
Holt High School is pertinent:
. . . I realize from participating in World Understand­
ing and Comparative Cultures that we should not be
ethnocentric. For when we examine the basic beliefs of
even the most dissimilar people, we discover how much
alike we all are in certain basic respects. . . .^
Another objective was, "to increase in students
a sense of social responsibility by providing oppor­
tunities to become actively involved in social service
in the community.1,15
A discussion of the students' reaction to the pro­
gram time allotted to volunteer work and the reaction of
those in a supervisory position toward the World Under­
standing and Comparative Cultures students involved in
volunteer work was mentioned earlier in this paper.

Suf­

fice it to say now that more than two-thirds of the respond­
ing students acknowledged that this aspect of the program
made a very important contribution.16
However, there did not seem to be a great deal of
carry-over in this attitude once the student left the pro­
gram environment.

In response to the survey, 85 students

(71 per cent) expressed a liking for and recognized the
value of being able to do volunteer work.

But only 43 of

these students (36 per cent) reported they were still par­
ticipating in volunteer work after they left school.

The

school cluster of the students who remained in volunteer
work did not seem to vary much among groups.

Thirteen who

82
remained in volunteer work came from the parochial cluster,
15 from the suburban, and 15 from the inner-city cluster.
A few more females (24) than males (19) remained in volunteer
work.

Also, the number of years the student had been out of

school and still remained in volunteer work did not show
any marked difference among groups.

Twelve students remained

in volunteer work after being out of school one year, 13
after being out of school two years, 10 after being out of
school three years, and 8 after being out of school four
years.^
The participating teaching staff members concurred
that the students really convinced them they had learned a
lot from this volunteer experience.

The directors of the

various agencies in which the students did their volunteer
work reported that they felt students gained from these
experiences.
It is also apparent that volunteer work was a prime
activity, considering that 40 per cent of the program's
scheduled time was allotted to it.
Another objective was: "to develop the ability to
locate, organize and assimilate pertinent information
by providing a wide variety of both primary and secon­
dary source material in conjunction with the time and
guidance necessary to carry on independent study.
Again, the staff agreed that in the first two years
of the program this objective was successfully met.

But a

decrease in its efficiency took place in the latter years.

83
For the first two years the student was held
accountable for proficiency in this area, through written
papers and examinations.

In the latter years the student

was allowed more flexibility in choosing his own course of
study.

It may well be that the student coming from the

traditional, regulated school environment for the last ten
years needs more time to learn to accept and utilize this
type of responsibility.

More time and energy should have

been spent here.^-®
Another objective was; ''to develop the ability to
work effectively in group situations by providing
extensive opportunity for small group discussions of
pertinent topics.
To provide through inductive techniques such as
simulation and understandings of basic principles
rather than unrelated facts. One example of such a
simulation is the inter-nation simulation recently
published by Science Research Associates."^®
Earlier in this paper, reference was made to the
student and teacher reactions to working in group situations. x

Also, reference was made to the importance of

bringing students together.

The staff reported that a

high proportion of teacher energy went into meeting this
objective.

Although students at times felt personal frus­

tration in dealing with the group process, this very frus­
tration indicated serious involvement.
The simulation games in an informal classroom
atmosphere— direction given to the staff by the students,
freedom from the home school restrictions, and meeting in

84
small groups with students from other backgrounds— all
helped to make this objective effective.
Both students and staff made a systematic and con­
tinuous effort to achieve these goals.22
Another objective was: "to increase the student's
fund of knowledge related to foreign countries, par­
ticularly those of the non-western world. This will
be attempted through the use of printed materials such
as periodicals and source books, but not texts, lec­
tures by knowledgeable natives of countries being
studied, and audio-visual media."
More than two-thirds of the World Understanding and
Comparative Cultures students surveyed did attend college (94).
Of that number, 68 responded that World Understanding
and Comparative Cultures helped them in their college
careers.

Thirty-six of these students reported that their

participation in the program gave them beneficial back­
ground for many of their college courses, especially those
courses in the social sciences.

Twenty-eight of the

responding students reported that World Understanding and
Comparative Cultures helped them in their college careers
by teaching them the value of good personal habits. Allo­
cating time for study, meeting obligations on time, and
the ability to utilize personal time constructively were
the main contributions of their experience in the program.
Four students reported that the program helped them
meet people and feel more self-confident in dealing with
people in different situations.

They felt this was val­

uable in helping them adjust to college.24

85
Almost half (49) of the students responded that they
had taken trips outside the United States since being
involved in the World Understanding and Comparative Cultures
program.

Canada (21) and Europe (18) were most often noted.

Whether the student came from the parochial (14), suburban
(20), or inner-city (15) cluster did not seem to be signif­
icant.

The suburban cluster did show a slightly higher

count, but the difference was only slight.

Most of the

students (30) indicated the purpose for the trip was vaca­
tioning and travel.

Ten did respond that they went to

study.
When asked, "If given a choice is there any other
country you would like to make your home in?" 59 of the sur­
vey students responded that there was.

The clusters were

fairly close, with the parochial having 16, the suburban 20,
and the inner-city 23.
choices.

Canada and Europe were the favorite

Forty-one responded that the reason for making

this choice was an interest in the other country's culture
or terrain and climate.
The experiences provided by the program were more
than adequate to facilitate increasing the students' knowl­
edge of foreign cultures.

The critical ingredient seemed

to be motivating the students to become interested in the
relevance of knowledge of other cultures to their own needs.
The key element in success or failure of this type
of goal seemed to be the type of student participating.

86
The academically oriented student found a world of opportu­
nity for development here.

The non-academically oriented

student felt this area was# at bestr secondary to community
service and inter-personal needs.25
Unfortunately, pre-testing was not done to obtain
objective data about how much the students' knowledge of
other countries was increasing.
essay type.

Written tests were of the

These tests were given back to the students,

and only grades were recorded and kept.

Their scores did

run extremely high (mostly A's and B's), and the staff felt
satisfied that the students were gaining a high degree of
knowledge pertinent to the countries being studied.
Another objective was:
"to expose the students to
as many experiences as possible which deal with the
dramatic, plastic and literary arts of other cultures.
This will involve extensive use of the cultural facil­
ities made possible by Michigan State University."26
Most students regarded the opportunity to make
friends as one of the important contributions of the World
Understanding and Comparative Cultures program.

Following

are a few of the comments made by students concerning this
matter:
"He has become my closest friend; I have gained
much by general discussions on life, and by having
such a close friend from a foreign country that is
similar enough so we can easily understand each
other, but still foreign, allowing me (through a
friend's eyes) to have a more objective view of my
own country.”
"I became acquainted with two Afro-Americans, who
shared some of their wonderful views with m e . "

87
"A sense of confidence to know you can make friends
on your own. As I remember this was a good feeling
in high school to get out and meet people."
"They had and still have a great deal of impact on
my own outlook and philosophies."
"Learned to understand all kinds of people from all
walks of life."
"Meeting new persons tends to widen your world a
little."
"Really great, it was the first time I'd ever
gotten to know anyone of another religious background."
"A very great impact.
I think the experiences I
gained through this part of the program affected me
more than almost any other experiences."
"Encouraged me to go into teaching."
"They helped me mature."
As to the effect of this provided situation, it was
important at the time but there did not seem to be a great
deal of "carry-over" after the students were out of the
World Understanding and Comparative Cultures program.

For

instance, only 46 of the 120 students surveyed responded
that they still maintained communication with friends made
during their participation in the program.

Female stu­

dents (29) were a bit ahead of male students (17) at con­
tinuing communication with those friends.
Another objective was: "To develop an inter­
school teaching t e a m . "27
When the staff was asked, "What is your reaction
as to how well the objective of building a 'teaching team'
was met?" the responses varied.

Half the staff felt this

88
objective had been met, while the other half held reser­
vations .
On the side of those who felt a "team” had been
accomplished, it was felt that morale was high and the
participants became increasingly "open" with each other and
compromise became a generally accepted solution to internal
conflict.

It was felt that the prolonged discussions about

techniques, evaluations, goals, and the general purpose of
education were stimulating and creative.
ence was considered an asset.

Combined experi­

Over and above the expected

amount of conflict was an important gain in the collection
of classroom materials and classroom techniques.

This kind

of cooperation helped develop an increase in mutual respect
within the participating schools' faculty.
On the other side of the ledger, a breakdown in
team development was blamed more on mechanics than on per­
sonalities or enthusiasm.

It was felt that all staff mem­

bers had other, and varied, commitments that at times
interfered with team action.
As in dealing with any group of nine people, it
could be expected that there would be obstacles to overcome
in reaching mutual agreement on a common philosophy and
goals.

Here a great deal of dependence was placed on the

"team leader.”
Once the summer planning sessions were past, such
factors as school location, size of the team, sharing

89
resources, and personal commitments became negative forces
on the development of a "teaching team."
Another objective was:
"to develop a set of mate­
rials and teaching techniques which can be assimilated
according to the plans laid out by the staff.
To build into the program instructional features
which can be retained."2®
When the staff was surveyed on this matter, all the
respondents stated they felt the materials given out in the
program were worth keeping.

Paperback texts and mimeo­

graphed handouts were still being used by all staff members
in their respective schools.
The small-group discussion technique is practiced
by all members, and they agreed they incorporate this method
much more in their home school courses than they did before
being involved in the World Understanding and Comparative
Cultures program.
The program seems to have had a carry-over effect
in subject matter and procedure.

Half of the schools that

participated in the program now offer home-school courses
in area studies— courses they did not have before.

Also,

these same schools are now instituting programs in commu­
nity service.

In fact, the Lansing, Michigan, system now

offers a full-year program developed specifically for
community involvement.
All the staff members commented that either in full,
or in part, they were using the simulation games from the
program in their own situations.

Half of the staff members

90
related that they were active in curriculum planning in their
own schools.

The consensus was that they were trying to

establish programs in their own schools that display a World
Understanding and Comparative Cultures type environment.^
In addition, during the five-year period the
writer was involved in the program, the program director
received over 200 letters of inquiry about the program
from school systems all over the United States.
Some Parent Reactions to the World
Understanding and Comparative
Cultures Program
On one occasion, about 20 to 30 parents attended a
meeting with the staff.

They asked questions about the

program and presented their reactions to it.
were overwhelmingly favorable.

The opinions

Some of the comments were

as follows:
"I feel very pleased that my son is having some
time to think things over.”
"I'm glad my daughter can meet people from other
schools.”
"I find the paperback readings interesting and
enjoy reading and discussing them with my son."
”1 wish we had had courses like this when I was
going to school."
The only negative questions about the course con­
cerned a mild feeling that colleges might not give credit
for such a program, that the grading scheme was vague,
and that missing more orthodox content because of not taking
government, etc. might prove to be a problem.

These concerns

91
were very mildly expressed, and the consensus was one of
general pleasure.
As well as parents, some professionals had an interest
in the World Understanding and Comparative Cultures program.
Following is a letter from one such professional:
An Unsolicited Letter From the Director of
Guidance of One of the
Participating Schools
At this time of the year when budgets are prepared
and programs are justified or eliminated, we too often
find that significant new courses are phased out
because of the lack of positive response or perhaps
just apathy. Realizing that many federally funded
programs are now facing possible extinction or at least
drastic cut backs, I want to go on record favoring the
continuation of one of the truly exciting and challeng­
ing programs available at East Lansing High School and
the Greater Lansing area.
It is rare indeed that a program such as World
Understanding and Comparative Cultures has been so
instantly recognized as a leader in curriculum innova­
tion. Generally courses of this impact and universal
student acceptance take years to develop.
It certainly
is a credit to your instructors for implementing a pro­
gram that has so completely met the needs of the vast
majority of the students.
Specifically, we at East Lansing are overwhelmed
by the genuine student acceptance. The W.U.A.C.C.
prograim has exceeded our wildest expectations. W.U.A.C.C.
is recognized as a course of distinction and only those
truly interested in serving mankind need apply. Our
students have accepted and thrived upon the responsi­
bility granted in this program and have provided examples
of leadership here-to-fore unrecognized in any other
school related activity. Further, the example set by
the W.U.A.C.C. program has served as a guide line and a
source of inspiration for other departments desiring to
create the much sought after "relevancy" students are
demanding. From a counselling frame of reference I am
positively convinced W.U.A.C.C. was the only course that
has kept many of our intellectually capable but bored
{or alienated) students in school. In addition to giv­
ing students a purpose for continuing in school, W.U.A.C.C.
has provided a new direction for future educational goals
(i.e. teaching, social work, peace corps, etc.). Students

92
that have been close to rejecting all establishment pro­
grams have now found that it is possible to work for
social causes within the system and therefore have found
new meaning and hope in our society.
It would indeed be a sad commentary on our educa­
tional system if we were to lose the progress achieved
by W.U.A.C.C. in relatively short time because of bud­
getary cuts. While I know one in your capacity gets
little reaction from contributing schools, I for one hope
you will do all you can to retain this unique program.
We (the teachers and students at East Lansing High School)
need W.U.A.C.C.!'!
Sincerely,
Thomas G. Nelson
Director of Guidance
An Evaluation of the Students1 Dogmatism
and World-Mindedness
During the summer of 1969, a questionnaire was given
to the students.

Its purpose was to try to define the unique

characteristics of the World Understanding and Comparative
Cultures student population and the effect of the program on
this population.

Questions were taken from the Rokeach

Dogmatism Scale such as:

"Most people just don't know what's

good for them," and "There are a number of people I have come
to hate because of the things they stand for."

Other ques­

tions were taken from the Sampson World-Mindedness Scale30
such as:

"The U.S. and Russia have just about nothing in

common," and "Immigrants should not be allowed to come into
our country if they compete with our own workers."

The

questions from the two scales were mixed in the same ques­
tionnaire.

i

93
For present purposes, some observations will be
related about whether or not W.U.A.C.C. had a bearing on
changing the students' opinions.

After each question, there

were three subquestions; i.e.:
"Did you hold this attitude response before you came
to W.U.A.C.C.?"
"If not, did W.U.A.C.C. change your attitude to the
above response?"
"or, did W.U.A.C.C. just reinforce your attitude to
the above response?"
Regarding whether the student held the attitude before
he came into W.U.A.C.C., out of the 34 responses from both
scales, 32 times the students reported they had had that
attitude before they came into the program.

In almost all

cases the number who said "yes," they had the attitude before
they came into W.U.A.C.A., was double the number who said
they did not have the attitude before coming into W.U.A.C.C.
How often did W.U.A.C.C. change the student's
attitude?

Out of the 34 questions, 31 of them found the

students reported that W.U.A.C.C. "did not" change their
attitude on Dogmatism or World-Mindedness.

Again, in most

cases the number of students reporting that W.U.A.C.C. did
not change their attitude was double the number reporting
that W.U.A.C.C. did change their attitude.
And, how often did W.U.A.C.C. just reinforce the
students' attitudes?

In all 34 responses the students

designated that whether they held the attitude before or
after coming to W.U.A.C.C., the program did reinforce their

94
attitudes of World-Mindedness and Dogmatism.

The number

stating this was double the number asserting that W.U.A.C.C.
did not reinforce the attitude.
It would seem from this feedback that the majority
of the students• attitudes toward dogmatism and worlds
mindedness were pretty well developed before they entered
the program.
it is interesting, though, that in all cases
W.U.A.C.C. did reinforce the students' attitudes, whether
they held those attitudes before taking the program or
not.31
During the 1969-70 school year, the staff of World
Understanding and Comparative Cultures decided to keep a
diary of personal reactions to the program.

It would be

cumbersome here to relate these personal feelings and
observations, but they are included more completely in
Appendix G.32

95
Footnotes— Chapter V

1See Appendix Dl, p. 219.
2

This material comes from personal data collected
while participating as a member of the teaching staff.
3See Appendix J, p. 293.
4Ibid.
5See Appendix K, p. 298.
6See Appendix L, p. 304.
^See Appendix A, p. 136.
8See Appendix El, p . 230.
9See Appendix A, p.

136.

10See Appendix El, p . 230.
11
See Staff Survey, Chapter IV, p. 65.
^-2See Appendix A, p.

136.

13See Appendix El, p . 230.
14See Chapter V, p. 78.
15See Appendix A, p. 136.
16See Appendix J , p. 293.
17See Appendix El, p . 230.
18See Appendix A , p .

136.

19See Chapter IV, p. 65.
20See Appendix I, p. 290.
2^See Appendix H, p. 282.
22See Staff Survey, Chapter IV, p. 65.
23See Appendix

p. 290.

24See Appendix El, p . 230.

96
25See Staff Survey, Chapter IV, p. 65.
2®See Appendix I, p. 290.
27Ibid.
2®Ibid.
2^See Staff Survey, Chapter V, p. 65.
2®See Appendix E2, p. 2 36.
31Ibid.
32See Appendix G, p. 272.

CHAPTER VI
COMPARISON OF THE OBJECTIVES OF THE WORLD
UNDERSTANDING AND COMPARATIVE CULTURES
PROGRAM AND THOSE RECOMMENDED BY THE
FOREIGN POLICY ASSOCIATION REPORT

Often throughout the preceding pages, mention has
been made of the recommended objectives and goals for inter­
national understanding as set forth by James Becker and
Lee Anderson in a Foreign Policy Association report of
1969.^

In the pages that follow, a less extensive and more

subjective comparison will be made of the degree to which
the World Understanding and Comparative Cultures program's
objectives and those of Becker and Anderson were similar.
In the following pages, World Understanding and
Comparative Cultures is referred to as "WUACC," and there
are several cross-references to material mentioned previously
in this paper.

The reader is invited to check the cross-

references and appendices for a more exact account of the
materials being discussed.
The WUACC program was planned in the summers of 1966
and 1967, while the Becker/Anderson report was not published
until July, 1969.

It is doubtful, though, that the Becker/

97

98
Anderson study knew of the WUACC program.

Thus, both sets

of objectives were independently arrived at.
Following are some of the objectives for interna­
tional understanding as recommended by Becker and Anderson.
For these Becker/Anderson objectives, each reference is
preceded by the number of the citation as it appears in
Appendix H.

The objectives are arranged under four general

headings, such as:

The K-12 curriculum should develop

students' knowledge or cognitive understanding of the world
system and socio-cultural change in the human condition;
The K-12 curriculum should develop the capacity of students
to make rational, analytical, explicit, and humane norma­
tive judgments and evaluations; The K-12 curriculum should
develop the capacity of students to understand and to
critically analyze and judge foreign policy decisions; and
The K-12 curriculum should develop the students' awareness
of the diversity in the human condition, emotional tolerance
of inter-group tension, and multiple loyalties.

Following

the Becker and Anderson recommended objectives, the dis­
cussion will illustrate how well the WUACC program met these
goals and how they were achieved.
A.
The K-12 curriculum should develop the students'
awareness of the dxversity in the human condition, emotional
tolerance of inter-group tension, and multiple loyaltie'sT
No. l:B,2-3-4-5 and VI:A. The curriculum should
develop students' sensitivity to and emotional accep­
tance of , diversity in human actions, perceptions, cog­
nitions, valuations, and social institutions.2

99
The above objective follows closely the WUACC
rationale for bringing the ten high schools together.

The

students not only could interact in the large group situa­
tion but also they were deliberately mixed into discussion
sections with students from other schools.

Within these

groups, students were free to interact with people of widely
varied backgrounds.

In these groups, inter-personal skills

were developed through the use of contact and simulation
exercises, such as "Star Power, Hollow Squares, NASA,
Prisoner's Dilemma, and First Impression games."
Most of the students felt the WUACC program had a
definite impact on their sensitivity toward people of dif­
fering backgrounds.

These students felt the contact they

had with students from different ethnic, social, and racial
backgrounds helped them appreciate their similarities and to
de-emphasize their differences.3
No. VI:B-E. The curriculum should develop students'
capacity to emotionally tolerate the tensions of con­
tinued inter-group conflict and hostility.4
To increase the students' sense of social responsi­
bility, the WUACC program provided opportunities to become
actively involved in social service in the community.

The

students used four hours of class time per week to write a
research paper or to serve in some form of community ser­
vice.

Most students elected to do the volunteer work.
The students could work in the teacher aide program

through the Lansing school system, or in other volunteer

100
agencies such as:

Beekman Center for the Handicapped,

Cristo Key Mexican-American Community Center, East Lansing
Crisis Center, Michigan School for the Blind, and many
more.

C

Most students acknowledged that this aspect of the

program made a very important contribution to them.

It is

fair to report, however, that only about one-half of the
students who expressed favorable concern for volunteer
work pursued this activity after leaving school.6
No. VI:D. The curriculum should develop students'
capacity to experience multiple loyalties— to perceive
and feel themselves to be responsible members of sub­
national, national, and cross national groups. '
This objective was met as students expressed the
opportunity to make friends as one of the important contri­
butions of the WUACC program.

By bringing the ten high

schools together once or twice a week and by mixing students
from different schools in the discussion groups, students
were given the opportunity to meet and establish friend­
ships with people of different socio-economic, ethnic, and
national backgrounds.8
When asked, "Did you date a person from outside your
own religious, ethnic, national, or socio-economic background?"
more than 50 per cent of the respondents claimed they had.9
B.
The K-12 curriculum should develop the capacity
of students to make rational, analytical, explicit, and
humane normative judgements and evaluations.

101
No. IV:D. The curriculum should provide opportunities for students to develop modes of thinking that
are free from stereotypic perceptions, ethnocentric
perceptions, and egocentric perceptions. Modes of
thinking that will be characterized by moral and
ethical complexity with empathic understanding.10
One way the WUACC program accomplished this objec­
tive was by inviting in foreign students from Michigan
State University for informal "coffee hours."

The students'

acceptance of this activity was overwhelming.

The staff was

pleased to note that students took the opportunity to
mingle and circulate from group to group, thus meeting as
many Asian and African students as possible.

This experi­

ence seemed to aid students in developing modes of thinking
characterized by a world-minded orientation.11
No. II:A and III:B. The curriculum should develop
within students a perceptual or cognitive capacity to
see or to think of empirically concrete or historic­
ally specific phenomena (events, institutions, actions,
etc.) as particular instances or cases within a larger
class of analytically comparable phenomena.
Also, developing within students some understanding
of the process of inquiry.12
The student was held accountable for proficiency in
these areas through the use of written papers and exami­
nations.

Some students used their independent study time

to pursue a formal research project.

The "home" school

instructor guided the student in choosing the research topic,
research method, and source gathering.

Topics for these

papers ranged from studies in comparative religions to
Japanese table settings.

These students had no difficulty

in being able to locate source material.

Resource people

102
were available, who had expertise in the various subject
areas.

Also, the program had the services of a librarian,

and maintained its own library to complement the partici­
pating school libraries,3-3
Unfortunately, pre-testing was not done to obtain
objective data about how much the student's cognition of
other countries was increasing.
essay type.

Written tests were of the

These tests were given back to the students.

C.
The K-12 curriculum should develop the capacity
of students to understand and to critically analyze and
judge foreign policy decisions.
No. II:C, and VI:C. The curriculum should develop
students' sensitivity to and acceptance of the politi­
cal and ethical implications of mankind's increasing
interdependence.
The curriculum should develop students’ knowledge
about and conceptual understanding of, how foreign
policy decisions are made, particularly within the
American system.
The curriculum should develop students’ ability
to analyze foreign policy decisions in terms of the
major factors operating within the decisional process
and to make judgments about particular decisions
(actual or proposed) in light of these factor s.
During general sessions students were exposed to
lectures, films, and dramatic presentations.

The WUACC

program was quite fortunate in being able to obtain many
scholars from Michigan State University and the community.
Also, government funds made it possible to obtain first-rate
films and reference materials.3*3

These activities certainly

emphasized the political and ethical implications of man­
kind's increasing interdependence, as well as giving the
students a sound background in historical, social, economic,

1

103
and political phenomena that have brought about this inter­
dependence.

Dramatic presentations consisted of Indian style

shows, Black history dance groups, Chinese plays, and national
doll shows.
Students were exposed to the methods of foreign policy
decision making when a unit was presented in which the for­
eign policy of the United States was the main topic.
program also used the "telelecture" technique.

The

A telephone-

speaker system was hooked up so the students could listen and
talk to State Department representatives in Washington, D.C.
The State Department later sent some representatives to the
program for face-to-face contact with the students.
D.
The K-12 curriculum should develop students1
knowledge or cognitxve understanding of the world system
and socio-cultural change in the human condition.
No. I:C,1. The curriculum should develop some com­
parative knowledge of the modern world's nation-states
and some knowledge of the cross-national organizations
that deal with them. This also implies an understand­
ing of inter-nation conflict resolution, communication,
integration, and cultural diffusion.16
The students in the program were provided with
paperback texts and mimeographed handouts that were relevant
to the area of study.

Also, resource people with expertise

in various aspects of the above suggestions related their
experiences to the group.
If college attendance is used as a measure of the
program’s success, we find that upwards of two-thirds of the
WUACC students did attend college.

The majority of them

claimed that WUACC helped them in their college careers

104
by giving them beneficial background information about
world cultures and the social sciences.17
No. I:B,7. The curriculum should develop some
understanding of the process and dynamics of socio­
cultural change within particular societies and
within the human species in general.1®
When survey students were asked, "In what ways do
you feel your experiences in WUACC have made a difference
in you?" 20 per cent responded that the program gave them
a better understanding of other cultures.

More than 80 per

cent said the opportunity to have daily contact with students
from differing backgrounds helped the WUACC program students
successfully to meet the above objective.1®
No. I:C,2 and I:C,4. The curriculum should provide
experiences that would lead to some understanding of
the problems of controlling or managing inter-group,
particularly inter-nation, violence and of creating
institutions for the peaceful resolution of conflict.
Some understanding of the problems of "modernizing"
developing societies.
Some understanding of the problems of controlling
the social and psychological costs of rapid socio­
cultural change.20
Again, reference is made to several of the activi­
ties in which students participated.

Historical knowledge

of other cultures was provided by the large group presenta­
tions, text material, and films.

The discussion group

situations afforded students the opportunity to deal
directly with inter-group, inter-personal conflict.

At

times, students felt frustrated in dealing with these group
processes, but this very frustration indicated serious
involvement.

The simulation games in an informal, small

105
group atmosphere helped students to achieve a better understanding of the above objectives.

O 1

At this point, the amount of class time and energy
that went into making the small group discussions a success
should be emphasized.

The WUACC program sought to develop

in the students an ability to work effectively in group sit­
uations.

In preceding pages, a more detailed account of

the make-up and scope of the discussion groups was given.
The WUACC staff felt their efforts to achieve this goal were
not in vain.22
Becker and Anderson refer extensively in Chapter 6
of the Foreign Policy Association Report for the need to
mobilize resources for improving international education at
the elementary and secondary school level.

Several sec­

tions refer to the need to establish communications and
exchange between teachers. 2 1
The WUACC program had as its objectives related to
structure the following:
To develop an inter-school teaching team.
To develop a set of materials and teaching tech­
niques which can be disseminated according to the plans
laid out by the staff.
To build into the program instructional features
which can be r e t a i n e d . ^ 4
When the WUACC staff was asked, "What is your reac­
tion as to how well the objective of building a "teaching
team" was met?" the response varied.

Those who felt a team

had been accomplished felt morale was high, the participants
became increasingly "open" with each other, and compromise

106
became a generally accepted solution to internal conflict.
Teachers felt the prolonged discussions about techniques,
evaluations, goals, and the general purpose of education
were stimulating and creative.

Combined experience was

considered an asset.
Over and above the expected amount of conflict was
an important gain in classroom resource materials and class­
room techniques.

This kind of cooperation helped develop an

increase in mutual respect within the faculty of the par­
ticipating schools.
On the other side of the ledger, a breakdown in team
development was blamed more on mechanics than on personali­
ties or enthusiasm.

It was felt that all staff members had

other, and varied, commitments that at times interfered with
team action.
When the staff was surveyed on the matter of mate­
rials and building instructional features which could be
retained, all the respondents stated they felt the materials
given out in the program were worth keeping.

Paperback

texts and mimeographed handouts are still being used by all
staff members in their respective schools.
The small-group discussion technique also was kept
by all members, ajict they agreed that they incorporate this
method more now in their home school courses.

107
The program seems to have had a carry-over effect
in subject matter and curriculum.

Half of the schools that

participated in the program now offer home-school courses
in area studies— courses they did not have before.

Also,

these same schools are now instituting programs in commu­
nity service.

In fact, the Lansing system now offers a

full-year program developed specifically for community
involvement.
All the staff members commented that either in full,
or in part, they are using the simulation games from WUACC
in their own situations.
Half of the staff members related that they are
active in curriculum planning in their own schools.

The

consensus was that they are trying to establish programs in
their own schools that display a WUACC-type environment.^
From the foregoing discussion, it is apparent that
the WUACC program’s objectives and those recommended by the
Foreign Policy Association report were quite compatible.
To the writer's knowledge, no other program has
actually put the objectives of the Foreign Policy Associa­
tion specifically into practice.

Going on this assumption,

the WUACC program demonstrates that these goals are justi­
fiably adequate, and most of all, obtainable.
The Foreign Policy Association recommendations did
take in a wider range of endeavor.

Their objectives were

geared to a K-12 curriculum, while the WUACC program was

*

108
confined to the secondary school.

At that level/ the writer

believes the WUACC program successfully met the goals that
were expressed to be important by the Foreign Policy Asso­
ciation.
One of the few programs in existence that does pro­
vide a K-12 experience for students in the concepts of
international understanding is at Glens Falls, New York.
It may be beneficial in the future for someone to research
how well this Glens Falls experience compares with the
recommendations set forth by the Foreign Policy Association
report.
The writer believes a K-12 experience would be a
more compatible approach to teaching international under­
standing.

Living in and adapting to a shrinking world is an

on-going challenge.

There is no reason why preparedness

for this challenge should not be initiated as early as the
kindergarten level.

Attitudes are shaped and reinforced

at a very early age, so educators should take advantage of
this fact and start teaching for international understand­
ing at that time.

109
Footnotes and Cross-References— Chapter VI

Lee Anderson and James Becker, "An Examination of
Objectives, Needs and Priorities in International Education
in the U.S. Secondary and Elementary Schools," Foreign
Policy Association (Washington: U.S. Department of Health,
Education and Welfare, 1969). Passim.
2See Appendix H, no. I:B,2,3,4,5 and VI:A, p. 283
3See Chapter III, p. 48.
4See Appendix H, no. VI:B-E, p. 283.
^See Chapter V, pp. 70-94.
8See Chapter V, p. 81.
7See Appendix H, no. VI:D, p. 282.
8See Chapter V, p. 79.
9See Chapter V, p. 81.
10See Appendix H, no. IV:D, p. 282.
^ S e e Chapter V, p. 70.
12See Appendix H, no. II:A and III:B, p. 282.
13See Appendix D, p. 218.
14See Appendix H, no. II:C and V, and VI:C, p. 282
15See Appendix D, p. 218.
16See Appendix H, no. I:C,1, p. 282.
17See Chapter V, p. 84.
18See Appendix H, no. I:B,7, p. 282.
19See Chapter V, p. 79.
20See Appendix H, no. I:C,2 and I:C,4, p. 282.
21See Chapter III, p.48.

110
22See Chapter V, pp. 75ff.
23Anderson and Becker, op. cit., p. 247.
2^See Appendix I, p. 290.
25See Chapter V, p. 90.

CHAPTER VII
CONCLUSIONS AND RECOMMENDATIONS
Conclusions
The World Understanding and Comparative Cultures
program was unique.

A search of the literature through 1972

uncovered no other program with the scope, number of par­
ticipating schools, and student involvement utilized by the
World Understanding and Comparative Cultures experiment.
This fact was also borne out at the state level by the
Michigan Department of Education ESEA Title III report.
During the planning stages of the program, the staff
developed a set of objectives and goals.

In the following

pages, the extent to which the World Understanding and Com­
parative Cultures program met these objectives and goals
will be summarized.

The objective will be stated and then

a description of the activities the World Understanding and
Comparative Cultures program used to achieve these objec­
tives will be discussed.
A. Objectives related to attitudinal development
A.I. To develop in students and teachers an under­
standing of the value systems, attitudes and perceptions
of people of other cultures and of students of differing
backgrounds within our own society. To accomplish this
objective, frequent contact with natives of other cul­
tures as well as daily contact with students from
schools which differ from their own is planned.
Ill

112
It was part of the original planning that the stu­
dents from the ten participating high schools be brought
together for general sessions and discussion groups.

The

exchange of views with students of different socio-economic
and ethnic backgrounds was an important effect of this pro­
cedure.

This method also facilitated a more economical and

efficient use of resource persons and community facilities.
A:2. To show students that in spite of cultural
differences, there are basic similarities in the human
condition and that though the differences should be
accepted and empathized with, the similarities are
more vital.
The "coffee hours" during which foreign students
attending Michigan State University were invited to an
informal discussion with students from World Understanding
and Comparative Cultures met with a great deal of success.
In all the "reaction" questionnaires given to students during
the existence of the program, this procedure was always rated
as a very beneficial and desirable activity.

Students

acknolwedged that contact with foreign students and high
school students from backgrounds different than their own
had a definite impact on their sensitivity toward others; it
helped them appreciate their similarities and de-emphasize
their differences.
A:3. To increase in students a sense of social
responsibility by providing opportunities to become
actively involved in social service in the community.
About 4 0 per cent of the program's class time was
allotted to allowing students to participate in community

113
volunteer work.

The staff, students, and agency people who

supervised the students in their volunteer activity
concurred that this was an important aspect of the program.
The Lansing School District has since implemented a fullyear, credit program in the area of community service and
involvement.
The one discouraging aspect of this phase of the
program was the carry-over effect.

When surveyed, about

71 per cent of the respondents claimed the volunteer exper­
ience was a beneficial, worthwhile endeavor.

After leaving

school, however, only about 36 per cent responded that they
had maintained activity in volunteer work.
A:4. To develop a sense of the interdependence of
nations through the use of case studies and through
the use of resource people with first-hand information.
C:l. To increase the student's fund of knowledge
related to foreign countries, particularly those of
the non-western world. This will be attempted through
the use of printed materials such as periodicals and
source books, but not texts, lectures by knowledgeable
natives of countries being studied, and audio-visual
media.
The experiences provided by the program were more
than adequate to facilitate accomplishment in these areas.
During the large group presentations, the students were
exposed to resource people with expertise in the country
or area under consideration.

The program also utilized

films, paperback literature, novels, and dramatic presenta­
tions such as Indian style shows and Chinese plays.
The critical ingredient seemed to be motivating the
student to become interested in relating this type of

114
experience to his own needs.

The academically oriented

student found a world of opportunity for development here.
The non-academically oriented student felt this area was,
at best, secondary to community service and inter-personal
needs.
Unfortunately, pre-'testing was not done to obtain
objective data about how much the students* knowledge of
other countries was increasing.
essay type.

Written tests were of the

These tests were given back to the students,

and only grades were recorded and kept.

These scores did

run extremely high (mostly A's and B ’s ) , and the staff felt
satisfied that the students were gaining a high degree of
understanding of the countries being studied.
B. Objectives related to study skills
B.l. To develop the ability to locate, organize
and assimilate pertinent information by providing a
wide variety of both primary and secondary source
material in conjunction with the time and guidance
necessary to carry on independent study.
More energy and time should have been spent in achiev
ing this

objective.

The first two years of the program the

student was held accountable by demonstrating proficiency
in this area through the use of written papers and examina­
tions.

In the last three years of the program, the student

was allowed more flexibility in choosing his own course of
study.

The goal was then less often achieved.

The staff

hypothesized that perhaps a student who had spent ten or
eleven years in the traditional, regulated school environment

115
needed more time to learn to accept responsibility for self­
regulation and utilize free time for study and research.
B:2. To develop the ability to work effectively in
group situations by providing extensive opportunity
for small group discussions of pertinent topics.
Mention has already been made of the contribution
made by mixing students from differing schools and back­
grounds in the small group discussion sessions.
The use of different group models was an interesting
experiment.

By being permitted to choose an environment

ranging from almost complete teacher domination to one of
almost complete student domination, the student could place
himself in an atmosphere that he felt would best meet his
needs.
There was a notable correlation between the home
school environment from which the student came and the group
model that he chose.

Students coming from a school where

discipline and regimentation were high seemed to seek the
teacher-dominated environment.

On the other hand, students

coming from schools where there was more flexibility in
scheduling and self-direction felt more comfortable in the
student-dominated model.

(This reaction was not documented,

only felt by the staff members to be apparent.)

At times

students felt frustrated in dealing with these group pro­
cesses, but this very frustration indicated serious involve­
ment.

116
Now a word about the reaction of the staff to these
group models.

Like the students, the school from which the

staff members came had a direct effect on their reaction.
Teachers who came from home schools where discipline and
regimentation were high found themselves frustrated at being
placed in a student-dominated group.

They sensed a loss of

control, direction, and, in some cases, importance in having
to change their role to one of a resource person.

On the

other hand, the teachers coming from the more flexible school
situation seemed to identify with, and respond favorably to,
the student-dominated group.

No teachers expressed diffi­

culty in participating in the teacher-dominated group.
(Teachers were "switched," allowing all staff members an
opportunity to participate in all the various group designs.)
B :3. To provide through inductive techniques such
as simulation an understanding of basic principles
rather than unrelated facts. One example of such a
simulation is the Inter-nation simulation recently
published by Science Research Associates.
Such simulation exercises as "Star Power, Hollow
Squares, NASA, Prisoner's Dilemma, and First Impression"
games were used.

These simulation games in an informal

classroom atmosphere, direction given to the staff by the
students, freedom from the "home" school, and meeting in
small groups with students from other backgrounds all helped
to make a positive contribution to this objective.

117
C. Objectives related to cognition and appreciation
C:3. To expose the students to as many experiences
as possible which deal with the dramatic, plastic and
literary arts of other cultures. This will involve
extensive use of the cultural facilities made possible
by Michigan State University.
Several dramatic presentations were used during the
large group session.

Indian style shows, Black history

dance demonstrations, and Chinese plays were shown to the
students.

Also, students were invited to symposiums, guest

lectures, seminars, and the activities of the International
Club at Michigan State University.

Many students expressed

an interest in and concern for such cultural activities but
were unable to participate because of conflicting commit­
ments.

Thus, the objective was only partially met.
D. Objectives related to structure
D :I . To develop an inter-school teaching team.
The team was composed of nine members.

It was

expected that there would be obstacles to overcome in
reaching mutual agreement on a common philosophy and goals.
Here a great deal of dependence was placed on the "team
leader."

It was felt that morale was high and the team mem­

bers became increasingly "open" with each other and compro­
mise became a generally accepted solution to internal
conflict.

This kind of cooperation helped develop an

increase in mutual respect within the faculty of the par­
ticipating schools.

It was felt that the prolonged

118
discussions about: techniques, evaluations, goals, and the
general purpose of education were stimulating and creative.
Combined experience was considered an asset.
Several factors hindered development of the "team."
Mechanics rather than personalities or enthusiasm were sig­
nificant.

School location, size of the team, sharing

resources, and personal commitments interfered.

Also, it

might be noted that several staff members felt rejection
because of the lack of involvement.

After the planning

sessions, most of the academic presentations were handled
by guest lecturers.

The staff members' involvement, then,

was limited to guiding home school students in their research
projects, supervising those in community volunteer service,
and serving as chairman of a discussion group.

More "team"

teaching did take place when the staff members were given
more responsibility for preparing presentations for the gen­
eral sessions.
D:3. To develop a set of materials and teaching
techniques which can be disseminated according to the
plans laid out by the staff.
D:4. To build into the program instructional
features which can be retained.
The staff felt the materials given out in the program
were more than adequate and worth keeping.

Paperback texts

and mimeographed hand-outs are still being used by all staff
members in their respective schools.

119
The small group discussion technique also has been
kept by all members, and they agreed that they incorporate
this method more now in all their home school courses.
All the staff members commented that they are using
the simulating games from the program in some of their own
teaching situations.
Half of the staff members indicated they are active
in curriculum planning in their own schools.

The majority

are trying to establish programs similar to that of World
Understanding and Comparative Cultures.
Also, the Ingham County Intermediate School Board
office at Mason, Michigan, has received over 200 requests
from schools all over the country for information regarding
the structure and procedures of the World Understanding and
Comparative Cultures program.
The World Understanding and Comparative Cultures
program was phased out during the 1972-73 school year.

When

federal funds were cut (after the first three years), par­
ticipating local boards had the option of picking up the
program at their own expense or dropping it.

The staff

felt that in dropping it the boards were not expressing dis­
satisfaction with the World Understanding and Comparative
Cultures program, but rather were bowing to the dictates of
finance.

Also, there was concern on the part of the program

staff that participating school counselors did not really
encourage or emphasize the program.

Counselors seemed to

120
I

feel that scheduling students for a two-year time block was
difficult and did not permit flexibility in their schedul­
ing procedures.
All in all, the World Understanding and Comparative
Cultures program was a worthwhile experiment in an inno­
vated social studies course.

The staff, students, guests,

and participating schools benefited from the activities of
the program and will continue to do so.
Recommendations
The recommendations contained in this section are
intended for those who wish to plan and implement a pro­
gram for the teaching of international understanding pat­
terned after the World Understanding and Comparative Cultures
model.
This dissertation has shown that the World Under­
standing and Comparative Cultures program met, all or in part,
the goals and objectives that it proposed for itself.

Fol­

lowing are some recommendations concerning these objectives.
A complete list of objectives can be found in Appendix I.
1.

One objective was relevant to developing in

teachers and students an understanding of the value systems
and attitudes of those with differing backgrounds
dix I, A:l).

(Appen­

The program accomplished this by bringing

students from the participating schools together for a
general session at least once a week.

This activity did

121
permit: the exchange of views, sharing of resources, the use
of resource persons, and the economic use of community
facilities.
It is recommended that the general session meeting
place be moved among the participating schools as it was
during the first three years.

This method engenders more

cohesiveness between the various schools than using a per­
manent central location.

The students enjoyed the oppor­

tunity of visiting their counterparts' schools.
The next recommendation may seem petty, but it
touches a significant point.

The staff members should ride

the bus with their students.

it is probably more convenient

for the teacher to drive, but students seemed to feel a lack
of concern on the teachers' part when they did so.

Students

like to feel their faculty member is nearby, interested and
available.

Also, many school systems prefer, if not demand,

that a faculty member accompany students being transported
by bus.
2.

The program had as an objective providing stu­

dents with experiences illustrating that, in spite of cul­
tural differences, there are basic similarities that are
more vital among people (Appendix I, A:2).

To better achieve

this goal, it is recommended that the first unit of presen­
tation be in the area of social-psychology.

It has been the

writer's experience that many high school students do not

122
have a sufficient background in the concepts of sociology
and social-psychology.

This background is essential.

Dur­

ing the study of a foreign culture, the students will be
analyzing people in a social-cultural context.

When the

World Understanding and Comparative Cultures program started
the year with a unit on social-psychology, the staff felt
students were better equipped to compare cultures.
3.

Community service was an important objective of

the World Understanding and Comparative Cultures program.
This aspect was designed to increase the student's sense of
social responsibility (Appendix I, A:3).
In the five-year duration of the World Understanding
and Comparative Cultures program, this activity was con­
sistently rated as a most worthwhile project.

The students

and the community agencies they served both benefited from
this experience.

It may be hard for a student to develop

empathy with the socio-cultural-economic problems of foreign
cultures without having the experience of becoming closely
involved with similar types of problems in his own envi­
ronment .
The only change in this part of the program that is
recommended is that a more concerted effort be made by the
teaching staff to supervise the students involved in this
activity.

Without proper counsel, it is easy for the student

to lose sight of the fact that what he is doing in community

123
volunteer service is related to the program as a whole and
has academic overtones.

It is only realistic to assume

that some students, who have had little experience at handling
individual responsibility concerning the use of their time,
might view this experience as an opportunity to "cop-out"
and shun their real obligations.

Close supervision and con­

tact with a member of the teaching staff can forestall or
deter such notions on the part of the student.
4.

During the large group presentations, one objec­

tive was that the students be given the opportunity to
increase their fund of knowledge related to foreign cultures
(Appendix I, A:4 and C:2).
The teaching staff should be more involved in the
general session presentations.

These teachers should be

knowledgeable about comparative cultures and, along with
resource persons and guest lecturers, can make a worthwhile
contribution.

This involvement would also give the staff

member a greater feeling of importance to the program as a
whole.
Although there
area being studied, it

is a need for academic texts
was found

inthe

students had a very favor­

able reaction to the use of novels that pertained to the
area of

concern.

Many of these novels were written by

natives

of the various countries

being studied.

The mimeographed hand-out material also is a means
of getting pertinent information into the hands of students.

1.24
Much of this type of material can be solicited from the
resource persons, lecturers, and staff members.

These

hand-outs can be kept up-to-date and are usually less
expensive than published texts.
In order to monitor the extent to which students
are increasing their fund of knowledge concerning other
countries, it is recommended that a pre-test and post-test
program be developed.

This will enable the staff to col­

lect objective data to use in future planning of tech­
niques, as well as a basis for student grading.
5.

Another objective was to provide the student

with a wide variety of primary and secondary source mate­
rial in conjunction with the time and guidance necessary
to carry on independent study and enhance his ability to
locate, organize, and assimilate pertinent information
(Appendix I, B:l).
The research-oriented student who desires the
opportunity to do an independent investigation on a topic
of his choice should be provided with the materials and
guidance to do so.

It is recommended that a series of

papers be utilized to accomplish this goal.

A paper that

could be completed in about six weeks would be adequate in
length, depth, and be about the scope that a high school
student could handle.
To aid in accomplishing the organizing and assimi­
lation of pertinent information, the student should be held

125
accountable for proficiency in this area through the use of
written papers and examinations.
6.

Another objective was that students be given t

opportunity to work in group situations (Appendix I, B:2).
Definitely keep the discussion group format.

With

more than one school participating, you have a "built-in"
opportunity to "mix" students from different backgrounds.
The discussion group situation not only provides a forum
for discussing the topic of concern from the general session,
but also provides an environment within which students can
develop group dynamics skills and inter-personal relation­
ships .
Keep the different group "model" structure.

There

are some pitfalls in this procedure, in that the studentdominated model could be used by students as an escape.
However, with a determined effort on the part of the staff
member participating in this group, it could be, and was,
a meaningful experience for students.
A change in the use of the different models could
be to have the students "switch" from one type of group
to another every marking period.

This way all students,

as well as staff, would have the opportunity to be exposed
to all the various structures— teacher dominated to student
dominated.
It will be a difficult task, but it is very important
that a balance be maintained in the discussion group between

126
the academic activities and inter-personal procedures.
The use of a position paper from the students is sug­
gested.

This type of exercise would permit the student

to display his competence in the academic area of the sub­
ject under concern, and yet permit him to analyze and
interpret the subject matter from a personal point of view.
This method would also give the staff one more tool for
evaluation and an indication of how well the student is
reaching the objectives of the group.
7.

The World Understanding and Comparative Cul­

tures program consisted of several secondary schools.
Therefore, an objective

was to develop an inter-school

teaching team (Appendix

I, D:l).

This type of program almost demands a full-time
director.

It is recommended that this person be on the

teaching staff of the program for half the day, and spend
the other half day seeing to the business of coordinating
the entire program.

By teaching in the program, the

director maintains communication with the staff and stu­
dents, and is more directly sensitive to the needs of both
groups.
A serious effort should be made to recruit the
teaching staff from persons who have a sincere dedication
to the teaching of international understanding.

It is

important that these same persons are knowledgeable in area
studies and comparative cultures.

127
With the amount of time and energy that the staff
is expected to put forth, it is necessary that the members
have at least one planning period a day to prepare for
their participation in the program.

A teaching team can

be built by involving the staff more in the presentations.
With this added planning period, these staff members will
have the time necessary to prepare topics for the general
sessions.
As part of the attempt to develop this type of
teaching team, the World Understanding and Comparative
Cultures staff participated in two summer sessions of sen­
sitivity training.

It is recommended that this type of

experience be avoided, because the writer feels it created
apprehension and doubt among the staff members.

A group

of professional educators dedicated to the program in which
they serve can identify with each other successfully enough
without the in-depth psychological identification that is
stressed in the "T-group" type of counseling.
8.

Another objective of a program like World Under­

standing and Comparative Cultures lends itself to the col­
lection of materials and teaching techniques which can be
disseminated or retained (Appendix I, D:3 and D:4).
The amount of gathered materials will become over­
whelming and the staff should be alert to keep their working
files up-to-date and avoid the trap of the comforts of
repetition.

128
Evaluation of the program's success at meeting goals
and the techniques used must be an on-going venture.

While

contributions to this evaluation come from the staff, the
program director should be charged with the responsibility
of assimilating, classifying, and maintaining these data.
Ideally, this type of program should spread.

It

should be exported to other school systems with the hope
and aspiration that they will develop "clusters" of their
own.

To aid in this goal, your program should maintain an

on-going, current syllabus that can be dispensed to inter­
ested parties on request.
It is a tremendous task and challenge of a program
such as World Understanding and Comparative Cultures to
maintain

good

rapport with the local boards of education.

The World Understanding and Comparative Cultures type of
program is a very time-consuming and expensive venture.

All

interested parties should maintain communication with the
boards of education and keep these boards informed with on­
going evaluation being done concerning the program.

Also,

those involved in implementing the program should maintain
an on-going lobbying effort to convince these policy-making
groups of the worth and contribution this type of program
has for the educational process and system as a whole.

129
Footnotes— Chapter VII

Objective C:1 was placed out of sequence by the
author. After the program was in operation for awhile
it was found that objective C:1 belonged in the "A" group
of objectives.

BIBLIOGRAPHY

BIBLIOGRAPHY
Anderson, L. F.
"Examination of the Structure and Objec­
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November, 1968.
Anderson, Lee, and Becker, James.
"An Examination of
Objectives, Needs, and Priorities in International
Education in the U.S. Secondary and Elementary
Schools." Foreign Policy Association. Washington,
D.C.: U.S. Department of Health, Education, and
Welfare, Office of Education, Bureau of Research,
July, 1969).
"Improving International Education in Elementary
and Secondary Schools. A Study of Research and
Development Needs."
International Studies Quarterly,
XII, 3 (September, 1968).
Anderson, Howard R. Approaches to an Understanding of World
Affairs. Twenty-Fifth Yearbook of the National
Council for the Social Studies. Washington, D.C.:
National Council for the Social Studies, 1954.
Becker, James M.
International Dimensions in the Social
Studies. Washington, D.C.: National Council for
the Social Studies, 1968.
Bereday, Ed.
"Education and International Life."
Yearbook of Education, 1964.
Beyon, R.
"Teaching World Understanding."
XLVI (September, 1968).

World

Ohio Schools,

Congressional Record, Proceedings and Debates of the 89th
Congress, Second Session, Vol. 112, Part 2,
February 2, 1966, p. 1739.
Cruow, Fred, Jr. Traverse City Senior High School,
Milliken Drive, Traverse City, Michigan.
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Schools, 923 East Kearsley Street, Flint, Michigan.
Kenworthy, Leonard S. International Dimensions of Educa­
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vision and Curriculum Development, N.E.A., 1970.
131

132
Long, H. M« , and King, R. N. Improving the Teaching of
World Affairs— The Glens Falls Story, Bulletin
N o . 35. Washington, D .C.: National Council for
the Social Studies, 1964,
Michigan Department of Education.
Lansing, Michigan, 1973.

ESEA Title III Report.

________ . Social Studies in Michigan,
1973,
Michigan Educational Directory.
1971-1972.

Lansing, Michigan,

Lansing, Michigan,

Office of the State Superintendent of Schools.
Inter­
national Understanding, Guidelines for Curriculum
Development on International Understanding.
Lansing, Michigan: Department of Public Instruction, 1962.
Rusk, D.

"Opening Statement." National Association of
Secondary School Principals Bulletin, LI (January,
1967.

Scanlon, D. G. International Education, A Documentary
History. New York: Teachers College, Columbia
University, 1960.
________ , and Shields, James J. Problems and Prospects in
International Education. New York: Teachers
College, Columbia University, 1968.
Slocum, Robert.
Ingham County Intermediate School
District, Mason Michigan.
Stearns, Troy L.
"International Understanding, Sources and
Resources." Michigan Journal of Secondary Educa­
tion, Fall, 1965.
Teaching of World Affairs and International
Understanding. East Lansing: Michigan State Uni­
versity, College of Education.
Taylor, Harold.
Conference on World Affairs. Washington,
D.C.: American Association of Colleges for Teacher
Education, 1967.
Traverse City Schools,
Michigan ,

Milliken Drive, Traverse City,

133
Unpublished Document, Proposal for Funds (Elementary and
Secondary Education Act, Pub, L. 89-10, Title III
Data Form, 1965).
U.S.

Congress. House. Elementary and Secondary Education
Act of 1965. Pub. L. 89-10, Sec. 301., 1^65.

U.S.

Congress.
House.
Hearings on the International
Education A c t . Pub. L. 89-698, 89th Congress,
H.R. 14643, March 30-31, April 1, 4-7, 1966.

U.S.

Congress.
House.
International Education A c t .
Pub. L. 89-698, 89th Congress, H.R. 14643,
October 29, 1966.

U.S.

Department of Labor Statistics. Occupational Outlook
Handbook. Bulletin 1700. Washington;
Government
Printing Office, 1972.

U.S.

Department of State. Education for World Responsi­
bility. Publication 8129. Washington: Government
Printing Office, 1966.
General References

Beals, L.
"Experiment in International Education."
College Journal, XL (April, 1970).
Becker, J. M.
"World Affairs."
XXV (March, 1968).

Junior

Educational Leadership,

Benjamin, H. R. W.
"Teaching for International Understand­
ing." Education Digest, XXXIII (October, 1967).
Blerly, K.
"Expanding Awareness."
(October, 1970).

The Instructor, LXXX

Burgess, W. R.
"Education for International Understanding."
National Association of Secondary School Principals
Bulletin, LII (December, 1968).
Caldwell, O. J.
"International Understanding."
Schools, LIII (April, 1954).

Nations

Christophersen, E.
"Expanding Role of Education in Relation
to International Affairs." N.C.A. Quarterly, XXIII
(June, 1949).
Fischer, C. D.
"Road to Peace and Progress."
LIX (May, 1970).

Education,

134

Frankel, C. "Some Thoughts on Education for World Respon­
sibility." School and Society, XCV (April, 1967).
Gougher, R. L.
"Toward Better International Understanding."
Indiana School Bulletin, XXIX (May, 1970).
Griffin, W. H.
"World Involvement, Our Continuing Respon­
sibility." International Education and Cultural
Exchange, VI (Winter, 1971).
Hickman, W. L.
"World Studies for Perspective,"
Education, LVI (October, 1970).
King, R.

Liberal

"Helping Children Become World Citizens."
Instructor, LXXX (October, 1970).

The

Nesbitt, W. A.
"International Education." Social Educa­
tion, XXXII (November, 1968).
Parker, F. "Teaching World Understanding."
Kappan, XLIX (December, 1967).

Phi Delta

Parkov, P.
"Teaching for World Understanding."
Kappan, LI (January, 1970).

Phi Delta

Perkins, W. A.
"Mission for World Understanding." Inter­
national Journal of Religious Education, XXXVII
(October, 1960).
Shannon, W. G. "International Education Grants."
College Journal, XLI (March, 1971).

Junior

Sloane, J. H.
"International Relations in the Liberal Arts
Curriculum." Improving College and University
Teaching, XIX (Winter, 19fl).
Tagatz, G. E. "Implications of International Education."
Contemporary Education, XLII (November, 1970).
Wooten, Clyde C.
"International Studies and the Disciplines."
School and Society, XCVIII (November, 1970).
Zimmer, L. R. "Activities for Teaching World Understanding."
The Instructor, LXXIX (October, 1969).
________ . "International Education Articles."
College Journal, XLIX (October, 1969).

Junior

________ . "Students Must Look at the Whole World."
School and Society, XCVIII (February, 1970).

APPENDICES

APPENDIX A
PROPOSAL FOR FUNDS DATA SHEET

136
i

APPENDIX A
PROPOSAL FOR FUNDS DATA SHEET

Department of Health, Education, and Welfare
Office of Education
Waahlngton D.C. 20202
Elementary and Secondary Education Act of 1965 (P.L. 89-10)
Title It! Data Form
Thle block for
D.8.0.E uee only
A,

1.

2.
B.

1.
2.

C.

1.
2.

Frolect Bo. State Code County Code Region Code State Allotment

Reason for submission of this form (Check One)!
r (a) Initial applica­
tion for Title III grant or resubmission of disapproved project.
(bi Application for continuation grant.
(c) End of grant
period report.
For all purposes except Initial application give previous project no.
»
Malor description of project: (Check one only)
_ X fa) Innovative
.(b) Exemplary.
(cl Adaptive
Type of activity: (Check one or sore)
X (al planning of program.
(bl Planning of conatructlon.
X (cl Conducting pilot activities.
(dl Operation of program. _ _ _ ( a ) Constructing.
(f) Remodeling.
Project Title: Inaham Countv Educational Exchange Program in World
Coderstending and Comparative Cultures
Briefly summarise the purpose of the proposed project and give the item
no. of the area of major emphasis as llstad in Sec. 303 F.L. 89-10.
(See instructions) Item Mo. 3
TO design end pilot a comprehensive program in World Understanding and
Comparative Cultures uniting students and teachers from inner city public,
parochial, suburban and rural areas mithln Inaham Countv permitting maxi­
mum use of community resources.

3>

Inaham Intermediate Board of Education
(Marne of applicant (local education agency)

4.

Inaham
qpunty Rama (applicant)

6.

147 West Mania Street
Street address (applicant)

7.

Robert 7—
(temporary appointment!
Marne of Director

s

5.

Maaon
City

Maaon
City

Michigan
State

6
Cong. District
48834
Zip Coda

317-677-3481
Telephone: Area Code, Local

8.

147 West Maple Street
8traat address (director)

9.

Alton J. Stroud___________________________________ 517-677-3481____________
Name of person authorised to receive grant
Telephone: Are Code, Local

10.

Superintendent. Ingham Intermediate Board of Education (Position or Title)

u*

147 West Maole Street
Mason
Michigan____________488J4__________
Street Address
Jawiary l3, lffi__________ ________________________ __________________
Date Submitted
Slgdkture of Person Authorised to Receive Grant

137

Michigan
State

48834
Zip Code

138

D.

1. List the number of each congressional district served;
6
2. Number of counties served 1 . 3. Number of LEA1s served 3 to 12 .
4. Total estimated population In geographic area served: 211.296 .
5. Latest average per-pupil ada expenditure of local education agencies
served 6502.90

E.

Title 111 Budget Summary for project
Previous O.E.
Grant Number

1. Initial Aoolicatlon or Resubmlsslon
2. Application for first
Continuation Grant
3. Application for Second
Continuation Grant
4. Total Title III Funds (Includes
Amount from Block F if any)
5. End of Grant Period Reoort

Beginning Ending
Date
Date
1/69
7/67

Funds
Reaueated
897.562.00

1/70

7/68

F.

Complete this block only if this project Includes construction, acquisition,
remodeling, or leasing of facilities for which Title III Funds are requested.
1. Tppe of function:
(a) Remodeling of facilities.
fb) Leasing of
facilities.
(c) Acquisition of facilities.
(d) Construction of
facilities.
Acquisition of built-in equipment,
2. (a) Total sq. ft. in the proposed facility: _ _ _ _ _ (b) Total sq. ft. in the
facility to be used for Title III program:
.
3. Title III Funds requested for facility:
.

C.

School Enrollment and Project Participation Data
PreKinder. Kinder.

1. School
Enrollment
in Geographic}
Area Served
2. Persons
Served by
Project
3. Addition­
al Persons
Needing
Service_____

1-6

7-12

Public
5.798

28.178 23,507

Non-Public
19
Public
Non-Public
Not Enroll.

2.736
75
50

Public
Non-Public
Not Enroll

H. Total Number of
Participants by
Type (Applicable
to Figures Given
in G-2 Above.)

4.039

Staff
Adult Other Totals Members
Courses
159.345
in
51
In-Service
6.794 Training
For Project
75
3
50

6.636
674

White
210

Negro
30

American
Indian

6.636
674

265
14

Other
Non-White

Total

10

250

139

I.

Rural/Urban DlatribuClon of Fartftclpanta Sarvad or to be Served by Project.

—

1
Matronolltan Area
Rural
Para Non-Para ICantral Cltv Mon-Central Cltv Other Urban
Percent of Total Number - a _____?i l _ .
50* ........ 20*
,
..
J.

1

_

Peraonnel for Adalnlatratlon and Implementation of Project

Paraonaal paid by
Title XIX fund*

Regular
Staff
Assigned
to
Project
Cl)

Rev
PullTine
Staff
Equiva­ Hired
lent
for
Project
C2)
C3)

<!*) Adalnlatretion/
Supervision
.10
1
1
(b) Teachert PreKind eraarten
Cc) Kinderaarten
(dl Cradea 1-6
CoS Grades 7-12
4
C O Other
(l) Pupil Peraonnel
isrvlces
C M Other Profeaa.. ,
1
ill All Mon-Prof.
2
(J) For all consul1
tents paid by Title
H I fundst— 111 total H r ,..Retained:— is
*■

n

PartTime
Staff
for
Project
C6)

Con­
Pulitracted Tlne
for
Staff
Project for
Project
C5)
C4)

1

PullTlae
Equiva­
lent
C7)

2

.60

4

2.

1

.025
1.50

1
C2> Total Dave Retained---10

---------

Peraonnel for Adalnlatratlon and Implementation of Project

Personnel ffot Paid
*y Title XXX Fundsi

Regular
Staff
Assigned
to
Project
Cl)

PuIfT
Hev
Con­
tracted
Time
Staff
Equiva­ Hired
for
lent
for
Project
Project
C31
C4)
C2)

PuTITima
Staff
for
Project
C3)

(ia) Administration/
Supervision
Xn k Lnd conti
lb) Teachers PreCindercarten
^c).Kinderaarten
ddj Grades 1-6
Ca) Grades 7-12
CfJ Other
C M Other Profeaa.
C M All Mon-Prof.
Cl) For All Consultants Mot
BStd fcy
I H gundfSrTl) J o tel Mo. Retained t__3*_.

PartTime
Staff
for
Project
C6)
bv loca

fculiTlme
Equiva­
lent
C7)
districts.

(2) Total J)ays Regained gq|.

*Consultants froa cooperating a g e n d a * :
a) Social Science Teaching Institute, Michigan State Unlverelty.
b) Center for International Frograna, Michigan State Unlverelty.
c) Mlchlgan-Ohlo Regional Educational Laboratory, letter of coMiltaent attached.

140

NUMBER OF PERSONS SERVED OR TO BE SERVED AHP ESTIMATED COST DISTRIBUTION
^Total Number aarved or to ba Served N on-Public
Major Program or aervlces Pre-k
k ^1-6 7-12 ADULT OTHER school Pupl!
Included
<5)
(6)
I ( 1) i ( 2 ) <3) (4)

J

Evaluative Proarama
(a) Deficiency survey
fares needs)
(b)
Curriculum Require­
ments study (includi
ing planning for
future needs!
(c) Resource availability
and utilisation
studies
■Instruction and )or En- rlchment
(d) Arts, Music, Theater,
Graphics. Etc.
(a) Foreign Languages
(f) language arts (Englisl
Imorovmant)
fa) Remedial Reading
fh) Mathematics
fl) Science
>(J) Social Studies/
Humanities
(k) Physical Fitness/
Recreation
j
(1) Vocational /Industrial!
Arts
■■ (m) Special-physlcally
'
Handicapped
<n) Special-Mentally
Retarded_______
(o) Speclal-Dlaturbed
find. Delinquent)
fp) Spedal-Dropout
(q) Speclal-Minorlty
Groups
Instruction Addenda
fr) Educational TV/Radio
fs) Audio-visual Aids
(t) Demonstration/ Learning
Centers
fu) Library Facilities
1
fvS
Mir«rlal and
m A /or
/aip
»
(v) Material
service centers
fw) Data Processina
Personal Services
Dental
I fv) Social/Psychological
OTHER

I

r

LD—

Bhtl-i
mated
Coat

t* ..(gL

1—

r

t
250

too

97.562.0)

H

i

141
II A.
The pilot program will be situated in the Greater
Lansing Area which includes Okemos.
Lansing is an industrial, governmental, and educational center.

While the city has a population of about

115,000 it serves as the hub for a tri-county area with a
population of 300,000— an increase of 22% in the last ten
years.

This population breaks down into 60% urban, 16%

rural farm, and 24% rural non-farm.
Twenty-five per cent of the work force is employed
in over 130 diversified manufacturing industries.

The

largest and best known of these include the Oldsmobile
Division of General Motors (home plant), Fisher Body, Motor
Wheel, White Motor Company, and John Bean Manufacturing
Company.

In addition, more forgings are produced in this

area than any other place in the world.

Other industries

in the Lansing Area include the manufacture of machine tools,
metal stampings, steel fabrication, aerial surveying, and
plastics.
The following are examples of earnings for house­
holds in the metropolitan area as shown in the 1960 census:
Less than $2,500.00

—

16% of the population

$4,000.00 - $7,000.00

—

43% of

More than $10,000.00

—

8%

of

the population
the population

Lansing, as the capital city of Michigan, has 21%
of its population employed in federal, state, and local
governmental services.

142
Education In the Lansing area Is of major significance.

Within the jurisdiction of the Lansing School Dis­

trict are the following (1966-1967)s
50

elementary schools

—

Enrollment

of 18,970

5

junior high schools

—

Enrollment

of

6,758

3

senior high schools

—

Enrollment of

5,994

Of the 31,606 students in the public schools in
1965-66, more than 2,500 were Negro, most of whom came from
homes that can be called disadvantaged.
The Okemos 1966-67 enrollment is as follows:
4 elementary schools

—

Enrollment

of 1,361

1 junior high school

—

Enrollment

of

682

1 senior high school

—

Enrollment

of

771

It is important to note that in the Lansing Diocese,
which is larger than the pilot area but which represents an
area of logical future expansion since it is participating
in the pilot program, the total current enrollment is
35,841.

The parochial enrollment for the county is 6,794.

It should also be noted that parochial students represent
a significant percentage of the pilot group.
Lansing Community College with an enrollment of
approximately 4,500 serves the tri-county area.
Michigan State University, situated in East Lansing,
has a staff of 6,500 and an enrollment in excess of 35,000
students.

It has grown tremendously in recent years.

We

feel it has become one of the mid-west's outstanding uni­
versities.

It has pursued a philosophy of supplying resource

143
people for assisting In the solving of community needs.

For

the purposes of this program it is especially significant
that Michigan State University has a large and active Center
for International Programs with a foreign student enrollment
of nearly 1,200 and a foreign faculty of 150, which are
actively involved in the planning and piloting of this
program.
The Michigan State Department of Education is
located within the Lansing School District.

The availabil-

ity of personnel employed in the various divisions are
available for consultative purposes.
Greater Lansing's concern for employment, govern"
ment, and education has not resulted in overlooking the
health, welfare, cultural, and recreational needs of its
citizens.

A Community Services Council supported by the

United Community Chest has as its purpose to promote coop**
eration and community planning by citizens and civic organizations, education, health, character-building, and social
welfare agencies.

A competent staff and interested and

active volunteers have developed programs to assist in
meeting certain community needs, and the type of leadership
shown is indicative of their capacity for growth in these
and allied areas.
The Lansing Metropolitan Area has approximately 200
churches, several active and thriving theater groups which
present both contemporary plays and classical drama, and a

144
large civic center in the aity of Lansing which not only
has a wide variety of ongoing programs but also attracts
numerous conventions to the city.

The Lansing park system

is reputed to be among the finest in the country*

There

are some 63 parks in the Greater Lansing area, Including a
zoo, an arboretum, specimen gardens, and 46 scheduled
summer playgrounds.

There are also 74 baseball diamonds,

two outdoor swimming pools, ten indoor pools and seven pub~
lie golf courses.

The Y.M.C.A. and the Y.W.C.A. offer a

number of programs for both adults and young persons.

The

school system in Lansing provides a wide variety of evening
courses which allow any interested citizen (except teen**
agers) to take subjects ranging from pottery making to ngreat
books" for a minimal fee.

At the heart of the city is a fine

new public library operated by the public schools, and nearby
is the State Library of Michigan and the Michigan Historical
Museum.

The State Capitol itself and other public builds

ings are near the city center.

On the Michigan State Uni^

versity campus five miles away there are extensive histori­
cal and natural science displays in attractive museums.
Art exhibits are always available and there is a new
art museum in the Kresge Art Center located on the University
campus.

In the area there are nine motion picture theaters,

including several that exhibit foreign films.

There are

five radio and three television stations (including an edu­
cational TV station) in the area, and the city of Lansing

145
supports a symphony orchestra.

In addition, the University

offers a large number of theater, lecture and concert events;
during the year some of the most outstanding ballet, opera
and theater groups in the world appear.

146
II B.
On February 2, 1966, the President of the United
States delivered a message to the Congress on the topic of
International Education.

In it he urged the stimulation of

new programs in International Studies for Elementary and
Secondary Schools since "No child should grow to manhood in
America without realizing the promise and the peril of
the world beyond our borders.

Progress in teaching about

world affairs must not lag behind progress made in other
areas of American education."
The International Education Act of 1966 states in
Section 2 that:

"The Congress hereby finds and declares

that a knowledge of other countries is of the utmost import
tance in promoting mutual understanding and cooperation
between nations; that strong American educational resources
are a necessary base for strengthening our relations with
other countries; that this and future generations of Ameri~
cans should be assured ample opportunity to develop to the
fullest extent possible their intellectual capacities in all
areas of knowledge pertaining to other countries, peoples,
and cultures; and that it is therefore both necessary and
appropriate for the Federal Government to assist in the
development of resources for international study and
research . . .

in order to meet the requirements of world

leadership."
The State Department, in June of 1966, hosted a
National Foreign Policy Conference for educators which made

147
clear the Interest which the State Department has in pro­
grams which contribute to international understanding.
As a part of that State Department Conference, from
the panel discussion on World Affairs in Our Schools and
in Teacher Education, we have the following remarks by
Dr. George Angell, President, State University College,
Plattsburgh, New York:

"The usual courses in history and

political science are often sterile of personal Involvement.
Today's students will respond to specific requests for
social service in helping judges, welfare officers, and
others to carry out a more humane treatment of the poor and
the unfortunate.

Without reality of experience, young

Americans are often at a loss in evaluating foreign criti­
cisms of American institutions and have little upon which
to base their own desire to improve our way of life, . .
Students should also learn about poverty.

Here

the behavioral scientists have an unparalleled opportunity
to put students in direct contact with tens of thousands of
our poor through the Federal, State, and local antipoverty
programs. . . They should participate in the thousands of
community planning and economic development studies being
funded under new legislation.

. .

Although in studying another culture it is import
tant to understand its differences from American culture,
it is far more important to learn those human character­
istics, motivations, and aspirations that we have in common.
These are probably best learned through direct and continued

148
contact with one's peers both at home and abroad..

This

understanding of commonalities will provide a mutual respect
upon which future peace and progress may be confidently
constructed."
The foregoing pieces of evidence represent our
strongest argument for assigning a top priority to the proposed cooperative program in World Understandings.

Ingham

County schools have no such program and this attempt to
provide one is a reflection of our concurrence in the con­
cern of the President, the Congress and the Department of
State that such programs be developed.

149
II C.
We have examined briefly in Section IIB the basis for
this program.

We now submit that the proposed program rep­

resents the best solution for meeting these needs for the
following reasons:
1

.

It will provide an opportunity for widening and

deepening the understanding of the staff and the students
for those of differing backgrounds by providing for exchanges
of views among teachers and students from inner city, paro­
chial, suburban and rural schools over an extended period of
time.
2

.

It will provide greater and more systematic use

of community resources such as the Center for International
Programs at Michigan State University.
3.

It will provide systematic contact for foreign

students enrolled at Michigan State University with high
school students both native and exchange which will be
mutually advantageous.

Also for foreign teacher trainees

who expect to return to their homeland to teach.
4.
involvement

It will provide an opportunity for

student

in community services which should promote

social responsibility.
5.

It will provide an opportunity for effective

use of time and resources through large group presentations,
small group
6

.

discussions and individual study.
It will provide opportunities for exchange of

teaching methods and techniques and provide for experimentation

150
with new methods and materials in cooperation with the
Social Science Teaching Institute and the Learning System
Institute of Michigan State University.
7.

It will provide for the formation of a collec­

tion of materials relating to International Understanding
which can be published and made available for expansion of
the program within the county and ultimately to any inter­
ested school system.
8

.

After evaluation the program may serve as a

model for other schools in the county, stater regionf and
nation both in content and organization.

151
II D.
The greater demands of teacher organizations for
increased teaching salaries coupled with the population
growth in the area to be served which necessitates a
stepped-up building program leaves a proportionally smaller
percentage of the school budget to be spent for curriculum
innovations.

This is particularly true for this project

since transportation costs will be added which none of the
participating schools are prepared to underwrite.

152
III.

Obj ectlves
A.

Objectives related to attltudinal development.
1.

To develop in students and teachers an under­

standing of the value systems, attitudes and perceptions
of people of other cultures and of students of differing
backgrounds within our own society.

To accomplish this

objective, frequent contact with natives of other cul­
tures as well as daily contact with students from
schools which differ from their own is planned.
2.

To show students that in spite of cultural dif«*

ferences, there are basic similarities in the human con**
dition and that though the differences should be
accepted and empathized with, the similarities are more
vital.
3.

To increase in students a sense of social

responsibility by providing opportunities to become
actively involved in social service in the community.
4.

To develop a sense of the interdependence of

nations through the use of case studies and through
the use of resource people with first-hand information.
B.

Objectives related to Study Skills.
1.

To develop the ability to locate, organize and

assimilate pertinent information by providing a wide
variety of both primary and secondary source material
in conjunction with the time and guidance necessary to
carry on independent study.

153
2.

To develop -the ability to work effectively in

group situations by providing extensive opportunity
for small group discussions of pertinent topics.
3.

To provide through inductive techniques such

as simulation and understanding of basic principles
rather than unrelated facts.

One example of such a

simulation is the Inter-Nation Simulation recently
published by Science Research Associates.
C.

Objectives related to Cognition and Appreciation.
1.

To Increase the student's fund of knowledge

related to foreign countries, particularly those of
the non-western world.

This will be attempted through

the use of printed materials such as periodicals and
source books but not texts, lectures by knowledgeable
natives of countries being studiedf and audio-visual
media.
2.

To increase the students' awareness of current

affairs and the basic philosophies that influence
these affairs.
3.

To expose the students to as many experiences

as possible which deal with the dramatic, plastic and
literary arts of other cultures.

This will involve

extensive use of the cultural facilities made possible
by Michigan State University.
D.

Objectives related to Structure.
1.

To develop an inter-school teaching team.

154
2.

To make efficient and systematic use of commu­

nity resources such as the Center for International
Programs and the university lecture-concert series.
3.

To develop a set of materials and teaching

techniques which can be disseminated according to the
plans laid out in Section IX.
4.

To build into the program instructional fea­

tures which can be retained as federal support is
phased out.

X55
IV. Procedures
This pilot program anticipates involving a professional staff of three half-time teachers who will remain on
their home school staff for the other half-time and one
full-time teacher-director.

It will enroll approximately

250 students taken from five high schools enrolling students
from Ingham County.

Students will meet every morning during

the regular school year for a flexibly scheduled block time
period which will carry two credits.
These junior and senior students will be enrolled
on the basis of their own interest coupled with teacher
recommendations.

The program will be explained to students

through the cooperation of the counseling staff in each of
the participating schools.
Students will be transported from their home schools
daily to a central location which will vary from day to day
among the participating schools.

Groups for small group

discussions will contain a mix of the student population of
the participating schools.

A balance of large group presen­

tations, small group discussions and opportunities for
independent study will be maintained.

Group participation

in after-school, cultural activities will be encouraged and
in some cases required.
Although a portion of the day will be spent in trans­
porting students to the central meeting place we feel that
this is essential if we are to provide for interchange of

156
ideas of students from differing backgrounds and communities.
It is also essential if we are to make effective use of com"
munity resources such as foreign student speakers and
panels, visiting professors, films and teacher presentations.
We feel it is essential that the teaching staff
remain in their home schools for half of each teaching day
in order to retain the identity of the participating schools
and prevent the development of a separate teaching unit
operating outside of the participating schools*

Whenever

possible, faculty members from participating schools will
be called to contribute special talents or areas of emphasis.
Scheduling this program for a block of morning time
will permit maximum flexibility in movement around the com­
munity while still permitting the student to pursue his basic
course of study in his home school.
Planning of the content of this program will be car­
ried on in a workshop arranged for the summer months of
1967.

In addition to the teachers who will compose the

staff of the project and administrative staff members of
the participating schools there will be a librarian con­
sultant available from the social science teaching institute
and the international center of Michigan State University*
We are aware that identification of personnel for
such an elaborate program will have to precede the announce"'
ment of funding in order to provide for maximum interaction
and make the planned summer workshop more fruitful.

157
Therefore we are making tentative arrangements for preworkshop planning sessions.
It is anticipated that selected students will participate in both pre-workshop and workshop planning.
Some of the directions for the summer planning
program will involve;
A.

The working out of lecture and discussion

topics related to the objectives listed under IXI A and C
which relate to attitudinal development and cognition.
Some of the discussion topics will include the problems of
the population explosion, the problems of emerging nations,
nationalism vs. internationalism, economic interdepen­
dency and the problems of disarmament.
B.

Since no text is to be used there must be a

review of appropriate paperbacks in various categories such
as Ina Corrinne Brown's Understanding Other Cultures for
general understanding, the bibliographies of such organi­
zations as the Asia Society's Guide to Paperbacks on Asia
for special materials.

LANSING SCH O O L D ISTR IC T
L A N flIN O , M IOH IO AN

W

il l ia m

R. M

a n n in o

• U n illN T I N D K N T

WOK or
IECTORB
AND

SULTANTB

January 10, 1967

Mr. William Helder
3318 Risdale
Lansing, Michigan 48910
Dear Mr. Helder
The following are projects organized to help children of low income
families which present at least two types of opportunities for students
enrolled in the Ingham County Exchange Program in World Understandings
and Comparative Cultures:
Type of Opportunity
Advantaged Children to Disadvantaged Children to
School Program
Work with Disadvantaged Work with Advantaged
Neighborhood Youth Corps
X
X
Head Start
X
Future Teacher Corps
X
X
Upward Bound
X
Family Helper
X
X
Tutoring (not yet formally organized) X
X
Elementary and Secondary Education Act
Title I Projects:
Neighborhood & Youth Encouragement
X
Secondary Remedial
X
X
Elementary Remedial
X
X
Operation Culture
X
Operation Green Thumb
X
Operation Dineout
X
It is my considered opinion that the Ingham County Exchange Program in
World Understandings and Comparative Cultures will not only find oppor­
tunities in the above listed programs, but will actually serve to improve
them. We estimate that a minimum of 25 students will be able to parti­
cipate in the above listed programs. It is possible for all to serve.
Sincerely

s''’)
C. James Kernen
Consultant in Continuing Education
vc

159
V. Emphasis
The program will be totally innovative on content
since a new course of study and complement of resource
people will be developed during the spring and summer
months of 1967.
It will be innovative in design since there is at
present no program involving the exchange of students and
faculty in the quantities which we plan to involve in any
subject matter area.
It represents a unique type of program for parochial
and public school students to share.

In the past sharing

has been largely the sharing of facilities or specialists
rather than the cooperative building of program.
It is innovative in the types of materials and per­
sonnel which, with the help of the Social Science Teaching
Institute and the Center for International Programs can be
utilized.
It is innovative in the extent to which community
resources will be used.
It is innovative in the extent of involvement of
foreign students both as resource people and as teacher
trainees who expect to return to their homeland as educators.
Ultimately, pending evaluation, the program might
move into the exemplary category and application will be
made for extension of the grant within that framework.

160
V I . Planning
A. 1. This project originated on October 10, 1966,
when representatives from the schools of Ingham County met
at the Ingham Intermediate School Office to consider the
needs of schools within the county in relation to the Ele­
mentary and Secondary Education Act of 1965.
A follow-up meeting of those interested in an edu­
cational exchange program was held in Okemos on November 8,
1966, with Father William Meyers, Superintendent of Educa­
tion for the Lansing Diocese, representing the parochial
schools.
As plans began to take more distinct shape, a meet­
ing was held on December 2 in the office of Mr. Alton Stroud,
Superintendent of Ingham Intermediate School District.

In

addition to Mr. Stroud those present included Miss Lila
Goodwin of the Ingham Intermediate Office, Mr. Russell Gilson,
Director of Curriculum for the Lansing School District,
Dr. Edward Remick, Consultant in Research, Lansing School
District, Mr. William Helder, Lansing Coordinator for the
Social Science Teaching Institute of Michigan State Univer­
sity and Mr. Leigh Beagle, teacher at Mason High School.
Planning
Subsequent to this session a preliminary draft was
prepared and reviewed at an evening meeting held on
December 15, 1966, attended by representatives of:

i

161
Ingham County
Miss Lila Goodwin, School Services Consultant
Mr. Robert Slocum, Consultant for Federal Programs
Michigan-Ohio Regional Educational Laboratory
Dr. Charles Blackman, Associate Director
Social Science Teaching Institute, Mich. State Univ.
Mr. William Helder, Social Science Coordinator
for Lansing
Parochial Schools
Father William Meyers, Super, of the Lansing Diocese
Brother Julius, Principal, O'Rafferty High School
Mr. Paul Cook. Social Studies Teacher, Gabriels H.S.
Okemos Public Schools
Miss Marcia Boznango, Ass't. Super, for Instruction
Mason Public Schools
Mr. Leigh Beagle, Social Studies Teacher
Lansing Public Schools
Mr. Russell Gilson, Director of Curriculum
Mr. Charles Baldwin, Consultant in Language Arts
Dr. Robert Trezise, Teacher/Counselor, Dwight Rich
Junior High
Mrs. Jean Dykema, Social Studies Teacher, Sexton H.S.
Mr. Alfred Eger, Social Studies Teacher, Sexton H.S.
The proposal was revised and expanded as a result of
this meeting and on Wednesday, January 4, 1967, a follow-up
meeting was scheduled attended by representative of:
Ingham County
Miss Lila Goodwin, School Services Consultant
Mr. Robert Slocum, Consultant for Federal Programs
Michigan-Ohio Regional Educational Laboratory
Dr. Charles Blackman, Associate Director
Center for International Programs, Mich. State Unive,
Mrs. Joan Meredith, Program Specialist
Social Science Teaching Institute, Mich. State Univ.
Mr. William Helder, Social Science Coordinator
for Lansing
Parochial Schools
Sister Leslie, Ass't to the Super, for Curriculum
Mr. Paul Cook, Social Studies Teacher, Gabriels H.S.
Okemos Public Schools
Miss Marcia Boznango, Ass't. Super, for Instruction
Lansing Public Schools
Mr. Russell Gilson, Director of Curriculum
Dr. Edward Remick, Consultant in Research
Mr. Charles Baldwin, Consultant in Language Arts
Mr. James Kernen, Consultant in Continuing Education
Mr. Alfred Eger, Social Studies Teacher, Sexton H.S.

162
Further recommendations were made at this meeting and
the resulting draft was presented to the Michigan Department
of Education's Coordinator for ESEA Title III.
On January 9, 1967, a representative of the planning
group attended the regular meeting of the State Committee on
International Understanding held at the International Institue, Wayne State University Campus, Detroit, Michigan, so
that the project could avail itself of the most recent sur­
veys of related programs in the State.
Appropriate letters of commitment from the MichiganOhio Regional Educational Laboratory, the Social Science
Teaching Institute of Michigan State University and the
Center for International Programs are attached as Appendix B.
2.

As has been indicated in Section IV the bulk of

the course content will be planned during the summer of 1967
using funds applied for in the planning grant.

However it

is clear that in order to make maximum use of the 90 hours
budgeted for the summer workshop, pre-planning activities
will have to continue after the submission of this proposal.
These pre-planning sessions will include teachers, adminis­
trators, consultants from the cooperating agencies listed
in Section 1. above and teachers.
The slimmer planning staff will include the teacherdirector, three teachers and one librarian in addition to
students and the consultants whose fees have been budgeted
at $500 or 10 days at $50 per day.

163
B.

As has been noted in Section A, the Michigan-

Ohio Regional Educational Laboratory, the Social Science
Teaching Institute and the Center for International Programs
both from Michigan State University have been involved in
the planning of the program since early in its formulation.
It is felt that this constituted the type of expert guid­
ance that, coupled with the thinking of the teachers and
administrators of the participating school systems, would
insure effective use of the resources available in the uni­
versity community.
As an example of the type of contribution of the
Social Service Teaching Institute, we might cite the intro­
duction of the Inter-Nation. Simulation developed by Dr. Cleo
Cherryholmes, who is currently on the staff of the Institute.
This Simulation was successfully demonstrated in a full-day
session held on December 6 at J.W. Sexton High School,
Lansing.

It involves the decision-making process on the

part of the students who are given information about the
political system, economic potential and military potential
of the country they represent.

No actual names are given to

these countries to prevent emotional reaction to actual
nations.

Using the information at their disposal the stu­

dents conclude alliances, trade agreements, and define their
relationship to the International Organization.

Tables are

provided for the Simulation Director to compute the effective­
ness of the decisions made by the participating student groups.

164
As an example of the type of contribution of the
Center for International Programs we might cite the selec­
tion and booking of appropriate foreign graduate students
as resource people, student participation in the Interna­
tional Festival held annually on the university campus and
in the various National Group Nights throughout the year.
As a unique contribution it will enable project students to
sit in on orientation held for foreign students about to
visit American Families to minimize culture shock as they
mingle in the American community.
Project planners are aware of the Glenn Falls
Program and continued communication with the State Curric­
ulum Committee on International Understanding should insure
the latest available information on related programs within
the state.

Heavy reliance is being placed on the expert

knowledge at the disposal of the university agencies who
have indicated their willingness to assist our program.
As has been mentioned in Section IV the major por­
tion of the course of study will be planned during the
spring and summer of 1967 and this planning will involve
teachers, students, administrators and consultants.
C.

The State agency assisted by providing help in

the person of Mr. Don Goodson, Coordinator for ESEA,
Title III, who met with representatives of the county edu­
cational systems, Michigan State University and the Lansing
public and parochial systems on two occasions to offer a
critique of plans to date.

165
D.

No E.S.E.A. Title III funds have been used in

planning this proposal.
E.

Funds will provide the teaching, and clerical

staff for the program, cover the expenses of course planning
during the summer of 1967 and 1968, provide transportation
for the students and provide a portion of the expenses
of teaching materials and evaluation instruments.
F.

All funds being applied for will be exhausted

by the end of the grant period.

If the evaluation indicates

that the program has been successful, application will be
made for continuation of the grant.
Federal support for the pilot program can be
phased out at once in the area of capital outlay.
It can be reduced in the area of instructional
materials as evaluation permits greater selectivity and
resource materials build up.
It can be reduced in the area of instructional
professional costs as the program proves its worth and
becomes part of the instructional budget of the participate
ing school systems.
Only transportation will remain as a major unabBorbed expense and should federal support be terminated the
program might be cut back to permit use of school buses.
In any event, once evaluation of the first year's
program is completed, the effect of this attempt at a coop­
erative effort in program development cannot fail to have
an impact on other areas of the curriculum.

166
G.

One of the principal features of this program

is the bringing together of students from a variety of
schools for an exchange of views.

This is a unique fea~

ture and no such systematic contact has been attempted in
the area during the period in question.
Some of the services of the campus community such
as foreign speakers have been used and there is at least
one United Nations special interest group meeting after
school hours but there has been no past attempt to use these
facilities and techniques in as comprehensive, systematic
and long-term a manner as this program contemplates.
The program will in no way supplant the current
programs supported by funds derived from public sources.
As has been stated in Section V the program in
both specific course of study and organization will be
totally innovative.

167

VII.

Participation of Nonpublic School Children
A.

The students of the participating parochial

schools will benefit from this program in exactly the same
ways as students in the public schools and make up 2/5 of
the student population of the pilot program.

Attention is

called to the letter of commitment from Father William
Meyers, Superintendent of Education for the Lansing Diocese
attached as Appendix A.
B.

Participation of the nonpublic schools involves

no loan of equipment,

Vm.

Evaluation
A.

The subjective evaluation of the teaching staff,

parental reactions and expressions of satisfaction or dis­
satisfaction on the part of the student body will be sys­
tematically solicited.
Any observed changes in student behavior which can
reasonably be attributed to participation in this program
will be recorded.

This would apply specifically to the

objective of developing social responsibility through involv­
ing students in work with the disadvantaged as outlined in
Section IV.
Since one of the major areas of interest for the
Regional Laboratory is staff development, it is anticipated
that they might aid in the evaluation of this phase of the
project.

168
B.

In order to formulate a more objective evaluation

of changes in student attitudes, the following instruments
will be considered:
The Sampson World-Mindedness Scale
Modifications of the Bogardus Social Distance Scale
The Rokeach Dogmatism Scale
The Allport-Vernon-Lindsey Study of Values
To aid in the evaluation of study skills, commercially
published tests of Critical Thinking will be used.

169
XX.

Dissemination
The Ingham Intermediate Board of Education is in an

excellent position to make maximum dissemination of inform
mation relating to this program available to the other school
systems in the county both through conferences and visitations.

The Intermediate Board also publishes a county-wide

newsletter, The Courier.
The Lansing School District disseminates information
through a professionally staffed, permanent internal organi­
zation.

Headed by John D. Marrs, administrative assistant

for information services, this organization prepared mate-'
rial for release to the mass media— newspapers, television,
radio, magazines— and to organizations and groups having an
interest in information related to school activities.

Addi->

tional staff includes Mr, Maurice C. Marshall, assistant for
information services, Mrs. Margaret Dickman, secretary, and
Miss Mary Modjeski, secretary (part-time).

For the past two

years, Mr. Marshall has worked with federal programs in
various capacities and is competent and available to render
such services as may be required to appropriately dissemi­
nate information relative to the proposed program.
In addition to the facilities of the county and
Lansing, both the Lansing Diocese and Okemos have regular
bulletins or newsletters.
Both the Michigan-Ohio Regional Laboratory and the
Social Science Teaching Institute offer their services in

170
disseminating information related to this project (see
Appendix B ) .
Articles will be submitted to professional journals
such as the Journal of the Michigan Education Association
and Social Education.
Reports of the program will be sent to the Michigan
Curriculum Committee on International Understanding.
It will be noted that budget items in the amount of
$402.58 have been included to cover the cost of printing
and mailing a brochure to interested parties and maintaining
a pictorial record of the project.
It will be noted that a part of the job description
for the project director includes the hosting of visiting
groups.

The teaching team will also make itself available

both as resource people and as speakers for schoolsf church
groups and service clubs who wish to present a program on
International Understanding,

171
X.

Qualifications of Professional Personnel

■' A. 1

Program Director

1/2 time

4 Teachers

1/2 time

1 Librarian

Summer Workshops
Only

10
1

Consultant days @

$50per day

Accountant

.10 time

18 mos.
salary
$9,000
$6,750 ea.

$1,500

2 Summer
Workshops—
$900 each
participant
(This figure
computed from
current rate
of $5/hour.)

These salaries as well as the workshop rates are
based on the present salary schedule for Lansing teachers.
B.

The Program Director will be responsible for

organizing the summer workshops and will supervise the selection and requisition of materials.

He will be responsible

for scheduling of student activities and for making arrange*'
ments for each afternoon's instructional program.

He will

also supervise dissemination of information about the pro­
ject and host visiting groups.
The teaching staff will, in cooperation with the
director and consultants, plan during the summer workshops
and throughout the year for daily programs.

They will

deliver both large group lectures and lead small group
discussions.

They will also supervise the independent study

projects of the students.
As the project progresses, both the teachers and
the director will serve as resource people to any groups
who are interested in beginning a similar project as time
permits.

172
The director and teachers will be certified and may
have at least five years of teaching experience plus a
■" master's degree.

In addition to teaching experience, the

background of each teacher should include either related
work experience, special training or a demonstrated inter­
est in international affairs.

The librarian selected to

work with the summer planning staff should have a minimum
of five years of school library experience.
Consultants will be retained at the figure quoted
above and will be recruited from university personnel with
backgrounds in the field of international education or
directors of related projects or their appointed represent­
atives.
C.

At this point, although the faculties of the

participating school systems contain the type of staff
necessary for this program, they have not yet' been offi­
cially appointed with the exception of the Treasurer of
the Ingham Intermediate Board of Education who will devote
10% of his time to the accounting of funds.

XI.

Facilities# Equipment and Materials
A.

The principal facilities to be used in this

program will be the auditoriums of the participating schools
and the surrounding classrooms.

There will also be occa­

sions to use facilities such as the reference rooms of the
public library and school libraries.
Booms in facilities other than schools (i.e. YMCA,
YWCA and University rooms) will be utilized when appropriate
These facilities need not be leased as they will
constitute local contributions to the program.
B.

New equipment will be limited to the office

furniture necessary for the program director and his secre­
tary.

The additional necessary office equipment will con­

stitute a further local contribution to the program.
Materials used by the director and his secretary
have been itemized under Account #100 Materials and Supplies
and total $595.00 for the 18 months.

This figure includes

•funds for a brochure to be used for dissemination and
postage.

The bulk of the efforts of the secretary will be

devoted to preparing instructional materials.

For this

reason the materials are listed under instructional supplies
C.

Facilities and equipment for normal teaching

operations are being supplied by the cooperating school
systems.

This is offered as evidence of the interest of

the cooperating systems in the project.

Only equipment

related directly to the program director and his secretary

174

is included in the budget for the proposal.
. are listed under Account #1250.

These items

xii.

Subcontracting
The items which appear in the Contracted Services

column on the Proposed Budget Summary are three:

Account

#100— Consultants in the summer planning programs;
Account #200— Guest lecturers; Account #500^»Pupil trans^
portation.
A.

In the first two instances contracts will be

made directly with individuals at the rate of $50 a day
for consultants and $40 a lecture for lecturers.
In the case of pupil transportation a contract will
be made with Lansing Suburban Bus Lines.
B.

Funds for consultants total $500; Funds for leer*

turers total $1,200; Funds for transportation total $31|il25.
C.

Services to be provided are:

Consultant ser-?

vices for the summer planning program and lectures to be
given during the course of the program with accompanying
text which can be duplicated and put in the hands of students
for future reference.

Daily transportation from the home

school to the designated central meeting place and return,
and transportation for anticipated field trips.
D.

In the first two instances the services will not

be paid for until rendered.

Selection of both consultant

and lecturers will rest.ultimately with the project director.
In the case of transportation, the project director
will retain responsibility for daily scheduling of buses and
booking for field trips.

APPENDIX B
A DESCRIPTION OF THREE PROGRAMS DESIGNED
TO IMPROVE THE TEACHING OF INTERNATIONAL
UNDERSTANDING
Bl:
B2:
B3:

The Glenn Falls Program
The Flint, Michigan, Program
The Traverse City, Michigan, Program

176

APPENDIX Bl
THE GLENN FALLS PROGRAM
This program was ho be of an inter-curriculum nature
whereby teachers of all subjects, at all grade levels would
be involved.

Emphasis was placed on community involvement

of resources and personnel.
The program set forth as two of its major goals:
The program for improving the teaching of world
affairs is designed to have each pupil develop an
increasing understanding of other peoples; a growing
appreciation of different cultures; attitudes of respect
for others such as are desired for ourselves; a sense
of responsibility as to his personal role and the role
of his country in a world of nations; and an awareness
of the realities of international problems.
The goal of education for international understand­
ing is a world in which all peoples know as much as
possible about other peoples and why they live as they
do; keep informed about problems and issues tending to
divide peoples; use their influence to settle those
issues in accordance with universal values and through
appeals to reason rather than emotion; are sincerely
interested in helping other peoples to live the good
life and are willing to make sacrifices to that end;
realistically appraise national goals and the extent
to which these can be modified to conciliate other
peoples, as well as the point at which yielding in the
face of pressure achieves no lasting good; and consider
carefully those responsibilities that make present con­
ditions that can be reasonably assigned to agencies for
international cooperation, and those which must be pro­
vided for in some other way.
To accomplish these goals all subjects and grade
levels were to be utilized.

Following is one example as to

how this was to be accomplished:
A second grade class learns some of the songs
sung by French school children.
A physical education class learns to dance the
Kolo., or Sieben Schrutt.
177

A fourth grade class studies the contributions of
European scientists to American science, and vice versa.
A sixth grade class makes a list of American words
derived from foreign languages.
A junior high school class in physical education
learns the meaning of "football" in the United States
and in Europe.
A junior high school assembly enjoys a program of
Nigerian music and dancing.
A junior high school class in homemaking compares
life in North and South Africa.
A senior high school class in world history compiles
a list of Nobel Prize winners in science.
A senior high school class in English reads from a
list of novels about life in Asia.
It became increasingly apparent that because of the
integration of subjects and teachings emphasis would have
to be placed on "teacher education."

This was brought about

by a series of teacher workshops during the 1957-58 school
year.

These sessions were very productive and plans were

made to further their scope to include community resources.
The community response was encouraging.

Several of

the established community service groups, i.e.' Boy Scouts,
Chamber of Commerce, Rotary Club, etc. lent aid in the form
of materials and personnel.

Much of this help later was

incorporated into printed texts and bulletins placed at the
»

disposal of the schools.

It was felt that probably the

greatest contribution was in the form of help in bringing
foreign students to the Glenn Falls area for visits.

Com-

munity residents enthusiastically opened their homes to
these visitors.
For the purpose of evaluation the staff administered
tests to students in grades 5, 8, and 11 and to a control

179
i *

group school In the Fall of 1958 and again in the Spring
of 1960.
To evaluate "cognitive knowledge and understanding"
two tests were used:

The Cooperative Sequential Test of

Educational Progress and An Achievement Test.in World
Affairs.

The results of these tests indicated that the

Glenn Falls students were superior to the control group at
all levels.

The gains were somewhat higher in grades 5/

6, 8, and 9, but less in grades 11 and 12.
To evaluate interests and attitudes the Information
Inventory and Attitude Survey was used.
both these tests were "obscure."

The results of

Neither test revealed a

consistent pattern of superiority for either community.
It was concluded that perhaps the Glenn Falls pro­
gram was more effective at the lower grades.

Also, it could

have been the sheer inadequacy of the tests themselves.
Some felt that once the control community got "wise" to
what was going on the "Hawthorne effect" was inevitable.
All in all, participants in the program felt it was
a success.

They all felt that the effort to improve the

teaching of world affairs was good— good for them, the
community, and country, and the world.
Three years after the pilot period ended, the Glenn
Falls program is continuing.

APPENDIX B2
THE FLINT, MICHIGAN, PROGRAM

During the mid-sixties the Flint, Michigan, Community
Schools designed and implemented a program in Foreign Affairs
for their tenth grade students.
The school system expressed their policy that the
understanding of a culture, contemporary or historic, is
best achieved through the study of many aspects of that culture.

Knowledge of the physical and political environment

in which people live is made more meaningful when there is
concurrent study of that people*s art, music, and literature.
These modes of expression reveal much about the human strug­
gle to survive and flourish in the physical and political
setting of the times.

This "humanities” approach is a

trend in today’s education to which the Flint Public
Schools subscribe.
In a democracy the attitudes of individual citizens
influence the foreign policy of the government.

Behind

every crisis are fundamental and deep-rooted problems.

The

citizen who skims from headline to headline may be aware of
the latest happenings, but his attitudes on world affairs
may be based on emotion rather than reason.

The Foreign

Relations program, therefore, is designed to help students
place recent world events in perspective and to encourage
students to evaluate the events critically.
180

This program

181
uses the regional approach, concentrating on one major world
region at a time.
Some of the objectives of the program are:
1.

Students in 10th grade foreign relations classes

will recognize and recall facts pertaining to a set of problems concerning the foreign affairs of the United States
and certain global problems as measured by teacher-*
constructed tests.
2.

Students in 10th grade foreign relations classes

will apply the understanding of the responsibilities of the
United States as a part of the larger world in order to
themselves become citizens more aware of a commitment to
successful group relationships as measured by a school goodcitizen scale.
3.

Students in 10th grade foreign relations classes

will analyze foreign relations problems of the United States
by separating the elements of the problems and defining the
•interrelationships to be measured by writing samples of
analysis in papers written in class under teacher super­
vision.
4.

Students in 10th grade foreign relations classes

will synthesize the variety of approaches to their grasp of
the image and role of the United States in world affairs
as measured by their participation in panel discussions
with students from other classes in debates on defined
issues concerning decisions about world affairs.

182
5.

Students In 10th grade foreign relations classes

will participate in experiences with their families which
involve them in community activities as measured by the
number of meetings attended and more participation.
The program outlined several units of study which
the class would consider.

Following is a brief outline of

these units and goals:
1. Orientation of the United States Foreign Policy.
To orient students to the foreign relations course.
To review geography and study international economic
problems.
To introduce students to the nature of United States
foreign policy making.
2. Soviet Union.
To gain an understanding of the theory and practice
of communism in the Soviet Union.
To gain an understanding of the geography, history,
and present role in world affairs of the Soviet Union.
To gain an understanding of the Soviet relationship
to the United States.
3. Two Chinas.
To gain an understanding of the geography, history,
and present role in world affairs of the People's
Republic of China and Republic of China.
To gain an understanding of the significance of the
rising power of communism in China and how it affects
the United States.
4. Southeast Asia, Japan, and India.
To gain an understanding of the geography, history,
and present role in world affairs of Southeast Asia,
Japan, and India.
To gain an understanding of the role of the United
States in Asia.
5. Western Europe.
To gain an understanding of the history, geography,
and present role in world affairs of the countries of
Western Europe.
To gain an understanding of the United States'
relationship to western Europe.

183
6 . Latin America.
To gain ah understanding of the geography, history,
and present role in world affairs of the countries of
Latin America.
To gain an understanding of the United States
relationships with countries of Latin America.
7. Africa.
To gain an understanding of the geography, history,
and present role in world affairs of the countries of
Africa.
To gain an understanding of Africa and its relation^
ship to the United States in foreign and domestic
policy.
8 . The Middle E ast.
To gain an understanding of the geography, history,
cultural, social, and economic role the countries of
the Middle East play in today’s world affairs.
To gain an understanding of the relationship of the
United States with the countries of the Middle East.
9. The United Nations.
To gain an understanding of the structure and opera­
tion of the United Nations.
To gain an understanding of the role of the United
States and the United Nations.
To review the unit studies conducted during the year
of war and peace-making efforts of the United Nations.
Each unit contained various classroom activities to
enable the student to accomplsh the goals of the program.
•Such experiences as oral activities, written experiences,
geographic exercises, and developing skills for the study
of other countries all were utilized within the framework
of the curriculum.

APPENDIX B3
THE TRAVERSE CITY, MICHIGAN, PROGRAM

The Traverse City, Michigan, Senior High School
developed a course in World Cultures for their twelfth
grade students in 1968.

The program may be extended to a

two-year program in the future.

An outline of the Traverse

City program follows:
War and War Prevention— The Quest for Peace
I. The causes and nature of war
A. What is conflict?
B. Is man the cause?
C. Some psychological factors in war
1. Perception
2. Displacement
3. Remote killing
4. The megadeath syndrome
5. Selective inattention
D. Do nation-states cause war?
1. Who are the decision-makers?
2. Where should the decision-making power lie in
a democracy?
3. The role of people: nationalism and war
4. War and personal values
II. War and the international system
A . Understanding the international system
B. The military system and arms
C. Is war useful?
D. The possibilities of large-scale war
E. The limits of war
III. Examining approaches to preventing World War III
A. Proposals for change within the system
1. Increased international understanding
2. Improved international decision-making
3. Arms control
4. Deterrence
5. Unilateral initiatives
6 • Functionism
7. Strengthening the United Nations

184

185
B. Proposals for system change
1* Disarmament
2. The Clark-Sohn proposal— world law
3. The Waskow model
4. The Chicago constitution
Obj ectives s
1.
The students will show an understanding of the
of conflict on a personal, group, and national level.
2.
The students will show an understanding of why
war has been acceptable in the past as a tool of conflict
resolution.
3. The students will show an understanding of how
foreign policy is made under various political systems.
4• The students will gain enough knowledge to be
able to defend a personally conceived judgement as to who
should be the decision-makers in war decisions.
5. The students will demonstrate knowledge of the
international nation-state system, the possibilities of
large and small scale wars under the system, and the present
limits placed on wars.
6 . The students will understand various sophisticated
proposals for change within the nation-state system and for
new systems in the quest for conflict resolution and peace.
nature

The Search for World Order— International Relations
I . Understanding the nation-state system
A. The trend in human organization
B. The nation-state and need for social order
C. The role of power
D. World integration— the need for cooperation
II. How foreign policy is determined and carried out
A. Who are the decision-makers?
B. Who should be the decision-makers?
C. The role of the people
D. The role of power in carrying out policy
E. Diplomacy and international law
III. Alternatives to cooperation
A. World hunger
B. Problems related to world hunger
C. Conflicts over resources and waste disposal
D. Small wars
E. Total war
IV. Organizations among nations
A. Early effortB
B. The United Nations

186
C . Regional groupings
D. Role-playing
E. Summary, conclusions
V. Current problems of concern to nation-states
A, Basic foreign policy of selected nations
B. Problems (to be determined)
VI. Topics in U.S. foreign policy
(To be determined by class interest and current
Foreign Policy Association materials)
VII.

Models of world order
Obj ectives:

1. The students will demonstrate increased knowl­
edge of international decision-making including the influences
on, the process, and means of carrying out policies.
2. The students will show an increased understanding
of the inter-relatedness and inter-dependence of all people
of the world.
3. The students will use a variety of media to
analyze war as a method of conflict resolution.
4. The students will analyze conflicts which have
been settled by such means as negotiation and third party
mediation.
5. The students will be able to objectively eval­
uate international problems of today, including the possible
solutions.
6 . The students will demonstrate an objective under­
standing of United States foreign policy.
7. The students will analyze various models of
'world order in order to speculate on the future of inter­
national cooperation and survival.

187
Seminar In International Relations
Outline to be determined by seminar participants
Objectives $
1.

2.

The students will increase their knowledge of inter*?
national relations related to the prerequisite course
and the selected topics studied in depth during this
course.
The students will be able to draw further conclusions
about the present nation-state system, the state of
world affairs, the problems of international relations,
and the prospects for the future.

188
Europe in the 1970's
Outline:
I . Physical geography
A. Landforms
B. Climate
C. Land use
II. Cultural geography
A. Western Europe
1. The people
2. The institutions
3. Everyday life— -case studies
B. Eastern Europe
1. USSR
2. Soviet Satellites
3. Yugoslavia
III. Working together
A. NATO and the Warsaw Pact
B. EEC, EFTA, and Comecon
C. Other cooperative efforts
IV. Europe and the rest of the world
A. Economic ties
B. Political ties
C. Responsibilities
V. The future of Europe
A. East vs. West
B . Development
C . Unity
VI. Research on specific nations
Objectives:
1. The students will learn the major characteristics of
Europe including the physical and cultural geography.
2. The students will understand the past history of Europe
as it relates to the present and future.
3. The students will be aware of the many problems which
Europe faces and be able to speculate on various courses
which might lead to their solution.
4. The students will show an understanding of the coopera­
tive efforts of Europeans to improve Europe regionally
rather than nationally.
5. The students will gain an increased understanding and
empathy for Europeans and their cultures.

189
Communism In the Soviet Union: The Unfulfilled Dream
Outline:
I. Russia under the Czars
A. Autocracy
B . Orthodoxy
C. Social conditions
II. The Dream of Communism
A. Communist Theory
B. The Bolshevik Revolution
C. Establishing the Communist state
1. Economic changes: industrialization, co l l e c t i v e
zation, and NEP
2. Politics— Lenin to Stalin
3. Social conditions
III. The Stalin Years
A. Purges of the 1930's
B. The horror of war; World War II
C. Communism in practice: the anatomy of a police state
1. Social life
2. Economy
3. Politics
4. Religion
IV. Post-Stalinist Communish
A. Kruschev years
1. De-Stalinization: revisionist history
2. Economic and social changes
3. Political changes
B. Current leadership
C. Strengths and weaknesses of Communism in the
Soviet Union, 1970's
Objectives:
1. The students will be able to trace the origins of Commu­
nist totalitarianism back to Czarist Russia,
2. The students will be able to analyze the causes of the
Bolshevik Revolution.
3. The students will be able to critically analyze the
actions of the Soviet leaders and compare those actions
to the theory and promise of Bolshevism.
4. The students will be able to describe the conditions in
contemporary Soviet Union.
5. The students will apply their learning to speculate on
the future course of Soviet Communism.

Life Under Communism in Eastern Europe,
'Eastern Asia, and Cuba
Outline:
I. Marxist philosophy and the Russian Revolution
A. Early writers
1. Marx and Engels: The Manifesto
2. The Dialect and Hegel
B. Lenin and the Revolution
IX, The Soviet Union's role in World War II
A. The War— -entry to end
B. Annexation of Middle Europe
C. The Berlin question
III. Life in Eastern Europe
A. Satellite nations— -the subject people
B. Independents— -Yugoslavia and Albania
IV. Mao's People's Republic of China
A. Mao's philosophy and writing
B. The Long March— -to victory
C. China and the U.N.
D. Life in China today
E. China as a leader is Asia
1. The Korean War
2. The Vietnam War
3. Overseas Chinese
V. Castro's Cuba
A. Philosophy
B . The takeover
C. Life in Cuba today
D. Cuba vs. the U.S. and USSR
E. Cuban leadership in Latin America
VI. The communist movement in Latin America
VII. Communism today
A. Achievements and strengths
B. Failures and weaknesses
C. Relations with communist bloc nations
D. Relations with non-communists
Objectives:
1. The students will trace the development of communism
outside the Soviet Union.
2. The students will analyze Mao's changes in philosophy
and methods by which he brought communism to mainland
China.
3. The students will understand the history and culture
of communism in Eastern Europe outside of the USSR.
4. The students will study the Castro revolution in Latin
America and, at the same time, understand the U.S.
role in the area.

191
5.
6

.

The students will be able to speculate on the future
of communism In these areas.
The students will examine the role of the people under
communist rule with a study of the communist revolutions, people's revolutions and achievements and
failures of communist rule.

192
Hungry Nations~~A Challenge for World Survival
Outline:
I. What is underdevelopment?
A . Economic
B . Political
C. Social
D. Ways of looking at underdevelopment~**indicators
1. GNP/capita
2. Economic growth rates
3. Housing
4. Food and health
5• Literacy
€. etc.
E. Written descriptive documents
F. Visual descriptions
II. What has caused underdevelopment?
A. How much does the physical environment influence?
B . Education
C . Social Attitudes
D. Political/social attitudes~~impact of colonialism
E. Lack of productivity
F. Lack of capital
G. Leaching by unproductive animals
H. Population vs food
III. How can development be spurred and is it possible?
A. Physical environment
B . Education
C. Social attitudes
D. Political/social attitudes
E . Productivity
F. Lack of capital
1. Internal sources
2. External sources
G. Unproductive animals
H. Population imbalance
IV. What can we in the West do to help?
A. Understanding
B . Should we help?
C. The United States commitment
V. Summary— looking back and ahead
Obj ectives:
1. Students will demonstrate an understanding of the con"
cept "underdevelopment" and its relationship to human
life quality.
2. Students will show knowledge and understanding of some
assumed causes of underdevelopment.

193
3.
4.
5.

6.

Students will know that the non-Western world, with few
exceptions, falls In the lesser~developed or low Income
category.
Students will show Increased understanding of the
issues, internal and external, related to national
development.
Students will show increased understanding of issues
related to U.S. foreign policy— specifically foreign
aid, foreign trade, foreign investment, and population
control.
Students will have a framework from which to study and
understand the various cultures of the non-Western world.

194
Monsoon Asia
Outline:
I . Introduction
II, Southeast Asia
A. Physical geography
B. Cultural geography
1. How many, how crowded?
2. How do they live?
3. What do they want?
4. What are their problems?
C. Historical background
D. Case study— selected nation
III. South Asia
A. Physical geography
B. Cultural geography (see IIB 1-4)
C. Historical background
D. Case study— India
IV. East Asia
A. Japan
1. Physical setting
2. Cultural setting
3 . Historical background
4. Cultural change, from values to industry
B. China
1. Physical setting
2. Cultural setting
3. Historical background
V. General
A. Minority relations
B. International relations
C. The United States and Asia
D. You and Asia
Objectives:
1. The students will demonstrate knowledge of the major
characteristics of Monsoon Asia and Monsoon Asians,
2. The students will have a general understanding of the
pattern of history as it relates to the present culture.
3. The students should understand the problems of Asians
and be able to discuss possible solutions and prospects
for the future.
4. The students will be able to discuss how man thinks,
believes, and acts in relation to his physical environ­
ment, using examples from Monsoon Asia.
5. The students should be able to demonstrate an increased
understanding and empathy for the people of Monsoon Asia
and for their problems.

195
Latin America
Outline:
I . The physical environment
A, Wide geographic diversity
B. As an obstacle to development
II. Historical background
A. Three Indian civilizations
B. Conquest and colonial rule
C. The Portuguese and Spanish
D. Wars for independence
E. Post-independence
III. The people of Latin America
A. Composition of the populace
B. Society and family
IV. Contemporary culture
A. The Roman Catholic church
B. Education
C. Artistic nationalism
V. Economic Problems
A. One-product economies
B. Government spending: elites vs the poor
C. Urban
D . Rural
E. Transportation and communication
F. Foreign trade and aid
G. Nationalization
H. Population
VI. The Military
A. Historic
B. Present
VII. Politics and the power structure
A. Tradition of dictator and democratic strong-man
B. Case studies
C. The revolution
D. Communism in Latin America
VIII. Latin America and the United States
IX. Mexican-Americans in the United States
Objectives:
1. The students will be able to discuss the cultural dif­
ferences andcommon bonds to be found in Latin America.
2. The students will know the physical and cultural
geography.
3. The students will know the significant persons, places,
ideas, and events in Twentieth Century Latin American
history.

196
4.
5.
6

.

7.

The students will demonstrate Increased understanding
of development problems in Latin America.
The students will understand the U.S. role and
interest in the area.
The students will be able to compare racial and minority
attitudes in Latin America to those of the United States.
The students will be capable of speculating on the future
of Latin America.

197
Patterns of the Pacific
Outline:
I . Geographic and Oceanographic Overview
A. Geographic (physical)
B. Oceanography
II. Polynesia
A. Settlement and early history
B. Pearl Harbor and the war
C. Polynesia today
III. Melanesia
A. Anthropology and culture
B. Melanesia today
IV. Micronesia
A. History
B. Anthropology and culture
C. A close look at Yap
D. Formation of political identity
V. Australia and New Zealand
A. Anthropology and culture
1. Aboriginal man
2. White man
B. Historical background
C. Australia today
D. New Zealand today
V I . The future
A. Importance
B. Politics
C. Economics
Objectives:
1. The students will demonstrate familiarity with the
islands and people of the Pacific region.
2. The students will recognize the reasons for the present
and future importance of the area.
3. The students will learn how men go about setting up
governments and selecting political goals, using
Micronesia as an example.
4. The students will become familiar with Heyerdahl and
other theories related to the settlement of the Pacific
islands.
5. The students will recognize the similarities and dif«
ferences of the Pacific cultures and will understand
the reasons for their existences,
6 . The students will demonstrate an understanding of the
geography of the sea (oceanography) as well as of the
land.

198
The Middle East
Outline:
I. The ancient Middle East: early phases of culture
A* Culture before written history
B. The land of the Nile and the pharoahs
C. From city-state to empire is Mesopotamia
D. Later middle eastern kingdoms and empires
E. New patterns for the West
II. Islam: Mecca to Constantinople
A. Arabs on the desert and in the towns
B. The coming of a new world religion
C. Arab conquest and rule of the Middle East
D. From the caliphate to the Ottoman Turkish Empire
III. Moslem culture from yesterday into tomorrow
A. Traditional culture
B. Change comes to the Middle East and North Africa
C. Moslem countries and independence
IV. Israel
A. Jewish history and culture
B. Modern Israel
V. Politics in the Middle East
Objectives:
1. The students will show an understanding of the history
of the Middle East and North Africa.
2. The students will understand the culture and its rela­
tionship to attitudes and practices of the area people.
3. The students will be able to rationally defend various
possible solutions to the Arab-Israeli conflict.
4. The students will gain some insight into the way of life
in the Middle East and North Africa and understand the
events and geography which contributed to the various
life-styles.
5. The students will recognize the over-riding importance
of petroleum in the area and the resulting interests of
the developed nations.

199
Through African Eyes
Outline:
I. African society and culture
A. The nature of ethnic community
B. Aspects of ethnic culture
II. Perspectives on the past
A. Early physical and human development
B. The growth of African states
C. The African slave trade
D. The impact of colonialism
III. The process of change
A. Modernization and social change
B. Education and elite formation
C. Religion and change
IV. Consolidation of nation-states
A. Nationalism and independence
B. Nation-building
C. Politics and government
D. Economic development
V. Africa and the modern world
A. Regionalism and Pan-Africanism
B. Africa and the major powers
C. Africa and the Third World
D. The problem of South Africa
VI. Speculation on the future
Objectlves:
1. The students will show an understanding of the past
experience of Africans.
2. The students will understand the culture and its rela­
tionship to attitudes and practices of various African
groups.
3. The students will demonstrate some knowledge and empathy
for the cultures and problems of Africans,
4. The students will understand the role of Africans in
world affairs.
4.
The students will be able to hypothesize on the future
of "apartheid” in the Republic of South Africa and in
Rhodesia.

i

200
World Cooperation for Life Quality
Outline:
X. The need for international cooperation
A. Must men cooperate?
B. What activities extend beyond national boundaries?
1. Trade
2. Tourism
3. Multinational companies
4. International power competition
5. Foreign aid
6 . Science
7. Music
8 . Ideas
C. What joint problems does man have?
1. Pollution control
2. War prevention
3. Political, social, and economic development
4. Improved life quality in general
II. Early attempts at cooperation
A. Middle Ages— religion, Crusades, Hanseatic League
B. 15th-17th centuries— commerce and banking, wars of
religion, and beginnings of agric. & Indust. Rev.
C. 19th century--Concert of Europe, Indust. Rev., wars
D. 1900-1945— League of Nations, wars
III. Modern cooperative efforts
A. Economic— EED, EFTA, COMECON, Commonwealth & others
B. Military— NATO, SEATO, CENTO, WARSAW PACT, others
C. Scientific
D. United Nations
E. Economic development— foreign aid
F. Cultural exchange
1. Goods— world trade
2. Ideas
IV. The future
Objectives:
1. The students will develop an understanding of man's
interdependency for both life quality and survival.
2. The students will be able to communicate knowledge of
m a n ’s past and present attempts to solve international
problems.
3. The students will be able to identify the major inter­
national problems of the present and to defend several
positions relative to solving them.
4. The students will be able to demonstrate knowledge of
the major organizations striving for international
cooperation.
5. The students will be able to speculate on the future
of man's cooperation.

201
World Religion/Philosophies
Outline:
I. Man's needs and desires for understanding:
A. Oneself
B. One's world
II. Primitive religions— case studies
III. Islam
A . Mohammed
B. History
C. Islamic beliefs/culture
IV. Hinduism
A. Development and growth
B. Hindu beliefs/culture
V. Buddhism
A. Gautama Buddha
B. History
C. Buddhist beliefs/culture
1. Mahayana
2. Hinayana
VI. Confucionism
A. Confucious
B. History
C. Beliefs/culture
VII. Taoism
A. Development and growth
B. Tao beliefs/culture
VIII. Shintoism
A. Development and growth
B. Shinto beliefs/culture
.IX. Judaism
A. Development and growth
B. Beliefs and culture
Objectives:
1. The students will have a basic knowledge and under­
standing of the major religion/philosophies and their
importance to culture.
2. The students will be able to place the origins and
movements of the major religions geographically.
3. The students will be able to demonstrate the tremendous
influence of religion/philosophy on man's institutions
and decisions.
4. The students will have a background for speculation
about the future of the various religious movements.
5. The students will understand various current problems
through the religious/philosophic viewpoint. Ex. the
Middle East crisis.
6 . The students will be able to look at contemporary
theology/philosophy and relate them in terms of man's
prospects for future development and behavior.

202
Population-Ecology Seminar
Outline:
I . A look at world population
A. Size
B. Distribution— spatial and age
C. Growth rate
II. United States population
A. Size
B. Distribution— spatial and age
C . Growth rate
III. Population versus resources
A. How much of what do we have left?
B. Will there be substitutes for these?
C. How much food can be continously raised?— food,
nutrition, health
D. Who deserves what share of the resources?
IV. Growth versus development
A. The low income nations and development
B. The impact of a young population
C. Implications for revolution and world disorder
D. The U.S. problem
1. Crisis in the cities
2. Development priorities
3. Paying the price
V. Development versus pollution and aesthetics
A. Pollution
1. The case for recycling
2. The oxygen crisis
3. Industry versus recreation— Are they compatible?
4. The rape of the North: a case study
B. Aesthetics
1. The case for scientific land use
2. The case against gaudy outdoor advertising
3. The case for building design
VI. What's Happening? Population control
A. People's attitudes
B. Religious attitudes— the Pope versus the people
C. The case for education
D. Programs around the world
VII. The future
A. Choices of life quality
B. Responsibility
C. Decision-making
D. Action
Objectives:
1.
The students will demonstrate an understanding of the
current population situation and its implications for
the future.

203
2.
3.
4.

5.

The students will demonstrate an understanding of the
relationship o'f man to his natural environment.
The students will show some knowledge of people's
attitudes toward limiting family size in various parts
of the world.
The students will demonstrate an understanding of the
differences in emphasis of the population problem in
different nations while being directly interrelated to
the whole world problem.
The students will demonstrate the ability to "think
future" relative to future alternatives, personal,
national, and world-wide, regarding population growth
and life quality.

APPENDIX C
A LIST OF RESOURCES: PEOPLE, FILMS,
BOOK PUBLISHERS, EMBASSIES

204

APPENDIX C
A LIST OF RESOURCES: PEOPLE, FILMS,
BOOK PUBLISHERS, EMBASSIES
Resource People
1. A m er ic an Friends of the Middle East, Inc.
1607 N e w Hampshire Avenue
Washington, D . C . 20009
2. A m er ic an Universities Flo Id Staff
366 Madison Avenue
N e w York, N e w Yo r k 10017
3. T h e A me r ic an School in Japan
1955 No m l z u
Kara 1-Ishi -hara
Chafu -Shi, Tokyo
4. Dr. Ronald Anderson
Educational Foundation
College of Education
University of Hawaii
Honolulu, Hawaii 96822
5. M r . J a m e s Becker
Educational Services
Foreign Policy A ssoclatlon
N e w York, N e w York

13. Dr. S e y m o u r Fersh
Education Director
The Asian Society
112 East 64 Street
N e w York, N e w Y o r k

10021

14. Foreign A r e a Materials Center
33 W es t 42d Street
N e w York, N e w Y o r k 10036
15. Ralph Gray
Editor
Geographic School Bulletin
School Service Division
National Geographic Society
Washington, D. C. 20036
16. Bob G. Henderson
Regional Director
Foreign Policy Association
53 W e s t Jackson Blvd.
R o o m 740
Chicago, Illinois 60604

6. Dr. Barry K. Beyer
Director
Project Africa
Ohio State University
Columbus, Ohio

17. Mr. Robert H o l me s
Director of Secondary Education
P.O. B o x 140
N e w Albany, Indiana 47150

7. Dr, Cole S. B r e m b e ck
Director
Institute for International Studies
Erickson Hall
Michigan State University
East Lansing, Michigan 48823

18. H u m R R O
T h e George Washington
University
H u m a n Resources Research
Office
300 North Washington Street
Alexandria, Virginia 22314

8. Franklin R. Buchanan
Associate Professor and Director
Asian Studies Project
Ohio State University
1945 North High Street
Columbus, Ohio 43210
9. Center for W a r / P e a c e Studies
218 East 18th Street
N e w York, N e w York 10003
10. East-West Center
1777 East-West Road
Honolulu, Hawaii 96822

11 .

Educational Resources Center
P.O. B o x 423
N e w Delhi 1, India
'.2. Shirley Engle,
Social Studies Curriculum Specialist
Indiana University
Bloomington, Indiana 47150
205

19. Johnston Karr, Director
Division of Curriculum
Indiana State Department of
Public Instruction
Indianapolis, Indiana
20. Mlchiko K a y a (Miss)
Executive Director
International Society for
Educational Information
Tokyo, Inc.
Kikuei Building No. 3-5
Shintomi-cho
Chuo-ku, Tokyo, Japan
21. P a m e l a M a n g
Information Secretary
National Committee on U.S. China Relations
777 United Nations Plaza
N e w York, N e w Y o r k 1001

206

22. The Middle East Institute
1761 North Street, N.W.
Washington, D. C. 200036
23. Richard I. Miller
Director
Program for Educational Change
University of Kentucky
Lexington, Kentucky
24. Mr. W a r d Morehouse
Director
Office of Foreign Area Studies
State Education Department
Albany, N ew York
25. Dr. Edgar A. Schuler
Social Science Teaching Institute
Michigan State University
East Lansing, Michigan 48823
26. The School for International Training
P.O. Box 676
Battleboro, Vermont 05301
27. Service Center for Teachers of
History
400 A. Streets, S. E.
Washington 3, D . C.
28. James L. Stewart
Executive Director
Japan Society
250 Park Avenue
New York, N e w York 10017
29. Dr. Swearingen
Research Institute on Communist
Strategy and Propaganda
School of International Relations
Los Angeles, California 90007
30. United Nations Association of the
United States of America
Greater Lansing Area Chapter
720 North Harrison Road
East Lansing, Michigan 48823

207

Films
1. Association Films, Inc,
La Grange, Illinois 60525
2. Audio-Visual Center
Michigan State University
East Lansing, Michigan 48823
3. Bailey Films
6509 De Longpre Avenue
Hollywood, California 90028
4. Contemporary Films, Inc, ) Illinois
828 Custer Avenue
) Office
Evanston, Illinois 60202 )
267 West 25 Street
> N e w York
New York, New York 1001) Office
1211 Polk Street
) San FranSan Francisco, California) cisco
94100
) Office
6. Films Officer
Office of Media Services
R o o m 4831
Department of State
Washington, C.C, 20520
7. Michigan F a r m Bureau
Information Division
4000 North Grand River Avenue
Lansing, Michigan 48904
8. Olson Anderson Company
106 South McLellan Street
Bay City, Michigan 48706
9. Unesco Publications Center
317 East 34th Street
New York, New York 10016

B o o k

P u b l i s h e r s

1. A me r i c a n Education Publications
Education Center
Columbus, Ohio 43216

13. Dell Distributing
900 Pratt Blvd.
Elk Grove Village, Illinois 60007

2. Anchor Books
Eoubleday and Company, Inc.
School and Library Division
Garden City, N e w Yo rk 11531

14. Denoyer -Geppert C o m p a n y
5235 Ravenswood Avenue
Chicago, Illinois 60640

3. Anvil Books
D. V a n Nostrand C o . , Inc.
120 Alexander Street
Princeton, N e w Jersey 08541
4. Appleton-Century-Crafts, Inc.
1716 Locust Street
Des Moines, Iowa 50303
5. Atheneum Publishers
122 East 42nd Street
N e w York, N e w Y o rk

15. Distribution Center
Unitarian Universalist Association
25 Beacon Street
Boston, Massachusetts 02108
16. Dodd, M e a d and C o m p a n y
432 Park Avenue
N e w York, N e w Y o r k 10016
17. Doubleday and Company, Inc.
Garden City, N e w Yo r k 11531

10017

6. Beacon Press
25 Beacon Street
Boston, Massachusetts 02108
7. Chandler Publishing C o m p a n y
124 Spear Street
San Francisco, California 94105

18. Do ve r Publications, Inc.
180 Varick Street
N e w York, N e w Y or k 10014
19. Encyclopedia Britannica
Educational Corporation
425 North Michigan Avenue
Chicago, Illinois 60611

8. China Books and Periodicals
2929 24th Street
San Francisco, California 94110

20. Evergreen Books
Grove Press, Inc.
80 University Plaza
N e w York, N e w Y or k

9. Collier Books
866 Third Avenue
N e w York, N e w Yo rk

21. Frederick A. Praeger, Inc.
Ill Fourth Avenue
N e w York, N e w Y or k 10003

10019

10. Columbia University Press
1365 Broadway
Irving -on -Hudson
N e w York, N e w York 10533
11. C o m p a s s Books
School and Library Division
The Viking Press
625 Madison Avenue
N e w York, N e w Yo rk 10022
12. D.C. Heath and C o m p a n y
285 Columbus Avenue
Boston, Massachusetts 02116

10003

22. Galaxy Books
School and Library Division
Oxford University Press, Inc.
200 Madison Avenue
N e w York, N e w York 10016
23. Harper Colophon Books
49 C. 33rd. Street
N e w York, N e w Y o r k 10016
24. Harper and R o w Publishers, Inc.
El-Hi Executive and Editorial) MidOffices
)West
Evanston, Illinois 60201
)
Eastern El -Hi Sales Office ) East
Elmsford, N e w Y or k 10523)
Western El-Hi Office
) W es t
Pleasanton, California 94566 )

209

24.

Harper and R o w Publishers, Inc.
3 8 . P r e m i e r Books
49 Bast 33rd Street
) General Fawcett Publications, Inc.
N e w York, N e w York 10016 )Division
Greenwich, Connecticut

25. Holt, Rinehart and Winston, Inc.
383 Madison Avenue
N e w York, N e w Y o rk 10017
26. Japan Society, Inc.
112 East 64 Street
N e w York, N e w Yo rk

10021

27. J. B. Lippincott C o m p a n y
Educational Publishing Division
East Washington Square
Philadelphia, Pennsylvania 10105
28. The John D a y C o m p a n y
62 W e s t 45th Street
N e w York, N e w Y o r k 10036
20. Johns Hopkins Press
Baltimore, Maryland 21218
30. Little, B r o w n and C o m p a n y
20o W e s t Street
V.'3 Ilham, Massachusetts

30, Princeton University Press
Princeton, N e w Jersey 08540
40. P y r a m i d Publications, Inc.
444 Madison Avenue
N e w York, N e w Yo rk 10022
41. R an d McNally and C o m p a n y
P.O. B o x 7600
Chicago, Illinois 60680
42. R a n d o m House, Inc. Sales Dept.
457 Madison Avenue
N e w York, N e w Y o r k 10022
43. Schoken Books Inc.
67 Park Avenue
N e w York, N e w Yo r k

10016

44. Science Research Associates, Inc.
250 East Erie Street
Chicago, Illinois 60611

31. Macr ae Smith C o m p a n y
2;.’> h’>uth 15th Street
Fh.‘...~elphia, Pennsylvania 10102

45. Scribner Library
Charles Scribner's Sons
507 Fifth Avenue
N e w York, N e w Y o r k 10017

32. MeF-sdden Books
M r ..’ iden-Bartell C o m p a n y
2 t- 7;aat 42nd Street
N e w York, N e w Y or k 10017

46. Searchlight Books
D. V a n Nostrand Company, Inc.
120 Alexander Street
Princeton, N e w Jersey 08541

33. M c O 35£*

47. Signet Books
N e w A m e r i c a n Library of World
Literature, Inc.
1301 Avenue of the Americas
N e w York, N e w Yo rk 10010

-Hill Paperbacks
r 42nd Street
Nev. Y o r k , N e w York 10036
i

34. Me.ntov: Ycoks
Nev.
v.-.can Library Wor ld
L it e r * . , ' i . Inc.
1301 Yv-. oue of the Americas
N e w York, N e w York 10018

48. Spectrum B o o k B
Prentice -Hall Inc.
Englewood Cliffs, N e w Jersey 07632

35. Oxford University Press, Inc.
200 Madison Avenue
N ew York, N e w York 10016

40, Superintendent of Documents
G over nm en t Printing Office
Washington, D. C. 20402

36. Penquin Books, Inc.
3300 Clipper Mill Road
Baltimore, Maryland 21211

50. Taplinger Publishing C o m p a n y
110 W e s t 57th Street
N e w York, N e w Yo rk 10010

37. Phoenix Books
University of Chicago Press
5750 Ellis Avenue
Chicago, Illinois 60637

51. University of California Press
2223 Fulton Street
Berkelery, California 04720

210

52. University of Toronto Press
Front C a m p u s
Toronto S. Canada
53. Hie Viking Press
625 Madison Avenue
N e w York, N e w Y o r k

10022

54. Vintage Books
R a n d o m House
457 Madison Avenue
N e w York, N e w Y o r k

10022

55. W . W , Norton and C o m p a n y Inc.
55 Fifth Avenue
N e w York, N e w Y o r k 10003
56. Yale University Press
149 Y or k Street
N e w Haven, Connecticut 06511
Embassies
Afghanistan
E m b a s s y of Afghanistan
2341 W y o m i n g Avenue N. W .
Washington, D. C. 20008

Belgium
Belgian Gove r nm en t Information Center
50 Rockefeller Plaza
N e w York, N e w York

Albania
P e rmanent Mission of the People's
Republic of Albania to the U, N.
446 East 86th Street, 10th Floor
N e w York, N e w York 10017

R e m l Lowagie, Consul
14346 M a c k Avenue
Detroit, Michigan 48215

Algeria
Permanent Mission of Algeria to
the U. N.
750 Third Avenue, 14th Floor
N e w York, N e w Yo rk 10017
Argentina
Emba'ssyof the Argentine Republic
1600 N e w Hampshire Avenue, N . W .
Washington, D. C.
Austria
N o r m a n H. Birnkrant, Consul General
1300 First National Building
Detroit, Michigan 48226
Austrian Information Service
31 East 69th Street
N e w York, N e w York
0

Australia
Australian N e w s and Information
Bureau
636 Fifth Avenue
N e w Yorjt, N e w York

Bolivia
Consulate General of Bolivia
10 Rockefeller Plaza
N e w York, N e w Y o r k
Brazil
Brazilian Gov er nm en t Trade Bureau
551 Fifth Avenue
N e w York, N e w Y o r k
Chad
P e rmanent Mission of the Republic of
Chad to the U .N.
150 East 52nd Street, Apt. 5-C
N e w Y o r k 22, N e w Yo rk
Chile
Consultate General of Chile
61 Broadw ay
N e w York, N e w Yo rk
China
Chinese N e w s Service
1270 Avenue of the Americas
N e w York, N o w Y or k

211

Burma

Consulate General of B u r m a

10 East 77th Street
N e w York, N e w York
Embassy,
2300 S. St. N. W . ,
Washington, D. C.

20008

Bulgaria
Legation of the Feople's Republic of
Bulgatia
2100 Sixteenth Street, N* W .
Washington, D. C.

China (Nationalist)
Chinese Information Service,
100 W e s t 32nd Street
N e w York, N e w Y o rk
Colombia
Consulate General of Colombia
444 Madison Avenue
N e w York, N e w Y o r k
Dr. Sebastian Rodriguez, Consul
c/o Mallard, foe.
3021 W a b a s h Street
Detroit, Michigan
48216

Bu ru ndi
Pe rm an en t Mission of the K i n g d o m of
Burundi to the U. N.
60 East 42nd Street, R o o m 763
N e w York 17, N e w Yo rk

Costa Rica
Consulate General of Costa Rica
211 East 43rd Street,
N e w York, N e w Y o r k

Byelorusalon Sovlet Sociallat Republic
See Union of Soviet Socialist Republics

Alijandro Gonzalez, M . D . , Consul
1417 W e s t Bethune
Detroit, Michigan 48206

Cambodia
E m b a s s y of Cambodia
4500 Sixteenth Street, N . W .
Washington, D. C.
Cameroun
Permanent Mission of the Federal
Republic of C a m e r o u n to the U. N.
757 Third Avenue, R o o m 606
N e w York, N e w York
Canada
Consulate General of Canada
Press and Information Service
680 Fifth Avenue
N e w York, N e w Y or k
Central African Republic
Permanent Mission of the Central
African Republic to the U. N.
386 Park Avenue South, R o o m 1614
N e w York, N e w Y o r k
Ceylon
E m b a s s y of Ceylon
2148 W y o m i n g Avenue, N . W .
Washington, D.C.
Chile
to. A. Bouza, M. D., Consul
Ford Motor Co, W a y n e Plant, Post
Office B ox #471
Wayne, Michigan

Congo (Brazzaville)
Pe rm an en t Mission of the Republic of
the Congo (Brazzaville) to the U. N.
444 Madison Avenue, R o o m 1604
N e w York, N e w Y or k
P e r m a ne nt Mission of the Democratic
Republic of the Congo to the U. N.
211 East 43rd Street, 14th Floor
N e w York, N e w Y or k
Cuba
P er ma ne nt Mission of C ub a to the U. N.
6 East 67th Street
N e w Y o r k 21, N e w Y o r k
Cyprus
Per ma ne nt Mis aion of Cyprus to the U. N.
165 East 72nd Street, Apt. 19-J
N e w York, N e w York
Czechoslovakia
E m b a s s y of the Czechoslovak Republic
2349 Massachusetts Avenue, N. W .
Washington, D. C.
Dahomey
P e r m a n en t Mission of the Republic of
D a h o m e y to the U. N.
4 East 73rd Street
N e w York, N e w York

212

Denmark
Danish Information Office
588 Fifth Avenue
N e w York, N e w York
Marshall M , Fredericks, Acting Consul
4113 North W o o d w a r d
Royal Oak, Michigan 48072
Dominican Republic
Consulate G eneral of the Dominican
Republic
1270 Avenue of the Ameri ca s
N e w York, N e w York
Chester A. Menendez, Consul General
P.O. B o x 451
Farmington, Michigan 482024
Ecuador
Consulate General of Ecuador
1270 Avenue of the Americas
N e w York, N e w York
El Salvador
Consulate Genral of El Salvador
211 East 43rd Street
N e w York, N e w York

Ga bo n
Permanent Mission of the Republic of
G a b o n to the IT. N.
866 United Nations Plaza, R o o m 536
N e w York, N e w York
Germany
Helmut Badorrek, Chancellor
2200 Book Building
Detroit, Michigan 48226
Gh an a
It, N. Ghana Information
Center
565 Fifth Avenue
N e w York, N e w Y o rk

and Trade

Greece
G r e e k Press and Information Service
69 East 79th Street
N e w York, N e w York
Great Britain
Sir J a m e s Easton, Consul General
1008 Detroit B an k & Trust Building
211 Fort Street West
Detroit, Michigan 48226

Robert Levison, Consul
1959 East Jefferson
Detroit, Michigan 48207

Guatemala
Consulate General of Guatemala
1270 Avenue of the Americas
N e w York, N e w York

Ethiopia
E m b a s s y of Ethiopia
2134 K a l o r a m a Road, N . W .
Washington, D. C.

Alexander J. Gordon, Consul General
28470-13 Mile Road
Farmington, Michigan

Finland
Finnish National Travel Office
10 East 40th Street
N e w York, N e w York
Harri M . Virjo, Consul
29776 Grand River Avenue
Farmington, Michigan 48024
France

Em bassy of the French Republic
Cultural Division
972 Fifth Avenue
N e w York, N e w York
Jean L e Direach, Consul General
1638 First National Building
Detroit, Michigan 48226

Guinea
P er ma ne nt Mission of Guinea to the U. N.
17 East 73rd Street
N e w York, N e w York
Haiti
Haiti G o vernment Tourist Bureau
30 Rockefeller Plaza
N e w York, N e w York
Ralph J. Osborne, Consul
2436 Guardian Building
Detroit, Michigan 48226
Honduras
Consulate General of Honduras
30 East 42nd Street, R o o m 1003
N e w York, N e w York

213

Hungary
Legation of the Hungarian People's
Republic
2437 Fifteenth Street, N . W .
Washington, D. C.
Ice land
Consulate Genral of Iceland
551 Fifth Avenue
N e w York, N e w Yo rk
India

India Information Service
3 East 64th Street
N e w York, N e w York
Embassy
2107 Massachusetts Avenue, N . W .
Washington, D. C. 20008

Jamaica
N o information Service in the U. S.
(Jamaica Public Relations Office
East Street, Kingston, Jamaica)
Japan
Japan Information Service
Consulate General of Japan
235 East 42nd Street
N e w York, N e w York 10017
Embassy
2514 Massachusetts Avenue, N . W .
Washington, D. C. 20008
George L. Lahodny, Consul G e n ral
2000 Second Avenue
Detroit, Michigan 48226
Jordan

Indonesia
Embassy
2020 Massachusetts Avenue, N . W .
Washington, D. C. 20008

E m bassy of the Hashemite K in gdom of
Jordan
4444 Hadfield Lane, N . W .
Washington, D. C.

Iran
Consulate General of Iran
630 Fifth Avenue
N e w Yor^, N e w Yo r k

K. Fred Ajluni, Consul
2432 Guardian Building
Detroit, Michigan 48226

Iraq
Consulate General of the Republic of
Iraq
14 East 79th Street
N e w York, N e w York
Ireland
Consulate General of Ireland
33 East 5oth Street
N e w York, N e w York

Kenya
P er manent Mission of Kenya to the U. N.
733 Third Avenue, R o o m 205
N e w York, N e w York
Korea
E m b a s s y of Korea
Information Office
1827 Jefferson Place, N . W .
Washington, D. C. 20036

Israel .
The'Israel Office of Information
11 East 70th Street
N e w York, N e w Y o r k

Kuwait
P e r m a n e n t Mission of the State of
Kuwait to the U. N.
235 East 42nd Street, 27th Floor
N e w Y o r k 17, N e w Y o rk

Italy
Italian Information Center
686 Park Avenue
N e w York, N e w York

Laos
E m b a s s y of Laos
2222 "Srt Street, N . W .
Washington, D. C.

Vittorio Re, Acting Consul
1929 First National Building
Detroit, Michigan 48826

U.N. Mission
Apt. 7G, 321 East 45 Street
N e w York, N e w Y o r k 10017

Ivory Coast
Permanent Mission of Ivory Coast to
the U. N.
46 East 74th Street
N e w York 21, N e w York

Lebanon
Consulate General of Lebanon
9 East 76th Street
N e w York, N e w Y o r k

214

Mias Souad Tabbara^ Acting Consul
General
1800 Penobscot Building
Detroit, Michigan 48 26
Liberia
Consulate General of Liberia
112 Avenue of the Americas
N e w York, N e w Yo rk
Martin L, Bass, Consul
11646 Oakland Avenue
Detroit, Michigan 48211
Libya
E m b a s s y of Libya
1611 Upshur Street, N . W .
Washington, D.C.
Luxembourg
Consulate General of L u x e m b o u r g
200 East 42nd Street
N e w York, N e w York
Madagascar
Permanent Mission of the Malagasy
Republic to the U. N,
E m b a s s y House
301 East 47th Street, Apt. 2 - H
N e w York, N e w York

Mauritania

P erm anent Mission of the Islamic R e p u b ­
lic of Mauritania to the U. N.
ISO East 52nd Street
N e w York, N e w Y o r k 10022
Mexico'
Mexican Go vernment Tourist Bureau
630 Fifth Avenue
N e w York, N e w York
Jorge Aguilar, Consul
2211 W o o d w a r d Avenue, Fo x Building
Detroit, Michigan 48201
Mongolia

P erm anent Mission of the Mongolian
People's Republic to the U. N.
6 East 77th Street
N e w York, N e w Y o rk
M or occo
E m b a s s y of M o r o c c o
1601 21st Street, N . W .
Washington, D. C.
Nepal
E m b a s s y of Nepal
2131 Leroy Place, N . W .
Washington, D. C.

Malawi
_________
_
Netherlands
Permanent Mission of Malawi to the U. N. Netherlands Information Service
777 Third Avenue, 24th Floor
711 Third Avenue
N e w Y o r k 17, N e w York
N e w Y o r k N e w Y or k
Malaysia
Permanent Mission of Malaysia to
the U. N.
845 Third Avenue, 16th Floor
N e w York, 22, N e w York
Embassy
2401 Massachusetts Avenue, N . W .
Washington, D. C. 20008
Mali

Perm anent Mission of the Reputiie
Mali to the U. N.
Ill East 68th Street
N e w York, N e w York

Roderick K. Daane, Consul
2380 Penobscot Building
Detroit, Michigan 48226
N e w Zealand
Consulate General of N e w Zealand
630 Fifth Avenue
N e w York, N e w Y o r k
Nicaragua
Consulate-General of Nicaragua
1270 Avenue of the Americas
Suite 1701
N e w York, N e w Y o r k

Juan M . Morales, Jr., Consul
Malta
2820 East Jefferson
P er manent Mission of Malta to the U, N.Detroit, Michigan 48207
155 East 44th Street, 22nd Floor
N e w York, N e w York
Niger
Permanent Mission of Niger to the U. N.
205 East 42nd Street, Suite 1222
N e w York, N e w Y o rk

215

Nigeria
Consulate General of Nigeria
S7S Lexington Avenue
N e w Y o r k 22, N e w Y o r k

Poland
E m b a s s y of the Polish People's Republic
2640 Sixteenth Street, N . W .
Washington, D. C.

Norway
Norwegian Information Service
290 Madison Avenue
N e w York, N e w Yo rk

Portugal
Portugal
C a s a ae Portugal
447 Madison Avenue
N e w York, N e w Y o r k

Dr. William Hen ry Caswell, Jr., Consul R o m a n i a
2457 W o o d w a r d Aven ue
E m b a s s y of the R o m a n i a n People's
Detroit, Michigan 48201
Republic
1601 23rd Street, N . W .
Pakistan
Washington, D. C.
Pakistan M ission to the U. N.
Pakistan House
Rwanda
P e r m a n e n t Mission of the R w a n d e s e
8 East 65th Street
N e w York, N e w Y o r k
Republic to the U. N.
120 East 56th Street, R o o m 630
Em ba ss y,
N e w York, N e w Y o r k
2315 Massachusetts Avenue, N . W .
Washington, D. C. 20008
San Mari no
Ferdinando Clnelll, Consul
Panama
275 Voltaire Place
G r o s s e Points, Michigan 48236
Consulate General of P a n a m a
1270 Avenue of the A m e r i c a s
N e w York, N e w Y o r k
Saudi Arabia
Consulate General of Saudi Arabia
633 Third Avenue, R o o m 2300
Herbert W . Kauftaan, Consul General
N e w York, N e w Y o r k
17534 W e s t McNichols Roa d
Detroit, Michigan 48235
Senegal
P e r m a n e n t Mission of the Republic of
Consulate General of Paraguay
Senegal to the U. N.
46 East 66th Street
32 B r o a d w a y
N e w York, N e w Y o r k
N e w York, N e w Y o r k
Peru
Consulate General of Pe r u
10 Rockefeller Plaza
N e w York, N e w Y o r k

Sierra Le o n e
Consulate General of Sierra Leone
30 East 42nd Street, R o o m 608
N e w York, N e w Y o r k

Philippines
Consulate General of the Philippines
15 East 66th Street
N e w York, N e w Y o r k

Singapore
Singapore G o v e r n m e n t Information Service
530 Fifth Avenue, 7th Floor
N e w York, N e w Y o r k

Embassy
1617 Massachusetts Avenue, N . W .
Washington, D. C. 20036

Somalia
P e r m a n e n t Mission of Somalia to the U. N.
236 East 46th Street, 3rd Floor
N e w York, N e w Y o r k

U. N. Mission
13 East 66 Street
N e w York, N e w Y o r k

10021

Travel and Information office
212 Stockton Street
San Francisco, California

South Africa
South African Information Service
655 Madison Avenue, 14th Floor
N e w York, N e w Y o r k

216

Spain
E m b assy of S p d n
Office of the Cultural Counselor
2700 ISth Street, N . W .
Washington, D. C.
Sudan
Consulate General of the Republic of
Sudan
757 Third Avenue
N e w York, N e w Y o r k
Sweden
Swedish Information Service
B East 69th Street
N e w York, N e w Y o r k

Tunisia
P e r m a n e n t Mission of Tunisia to the U. N.
40 East 71st Street
N e w York, N e w Y or k
Turkey
Turkish Information Office
500 Fifth Avenue, 58th Floor
N e w York, N e w Y or k
Ugan da
P e r m a n e n t Mission of Uganda to the U. N.
801 Second Avenue
N e w York, N e w Y or k
Ukrainian Soviet Socialist Republic

See U. S.5MT.---E d w a r d Johansson, Consul
6345 Sherlngham R o a d
Birmingham, Michigan 48010
Syria
consulate General of the Syrian Arab
Republic
527 Madison Avenue, R o o m 1420
N e w York, N e w Y o r k
Thailand
E m b a s s y of Thailand
2490 Tracy Place, N . W .
Washington, D.C.
Office of the Public Relations Attache
Royal Thai E m b a s s y
2300 K a l o r a m a Road, N . W .
Washington, D. C. 20008
V.N. Mission
20 East 82 Street
N e w York, N e w Y o r k

Union of Soviet Sool«H«t R epublics
E m b assy or the Union of Soviet socialist
Republics
1125 Sixteenth Street, N . W .
Washington, D.C.
United Ar ab Republic
United Arab JttepubUc
630 Fifth Avenue
N e w York, N e w York
United K i n g d o m
British Information Service
845 Third Avenue
N e w York, N e w Y o r k
United Republic of Tanzania
P e r ma ne n t Mission of the United
Republic of Tanzania to the U. N.
205 East 42nd Street, R o o m 1300
N e w Y o r k 17, N e w Y o r k

10028

M a r k C. Stevens, Consul
Detroit B a n k & Trust Building
211 Fort Street W e s t
Detroit, Michigan 48226

United States
Department of State
Public Services Division

Up pe r Volta
Pe rm an en t M ission of the Republic of
U p p e r Volta to the U. N.
Togo
P er manent Mission of T og o to the U. N. 236 East 46th Street
N e w Y o r k 17, N e w Y o r k
801 Second Avenue
N e w York, N e w Y o r k
Urug ua y
Consulate General of Uruguay
Trinidad and Tobago
17 Battery Place
P erm anent M ission of T rinidad and
Tobago to the U N
N e w York, N e w Y o r k
801 Second Avenue
Venezuela
N e w Y o r k , .N e w Y o r k
Consulate General of Venezuela
600 Fifth Avenue
N e w York, N e w Y o r k

217

Viet-Nam
Embassy,
2251 R. Street, N.W.
Washington, D. C. 20008
Office of the Permanent Observer to
the U N
425 East 51 Street
New York, N e w York 10017
Y e me n
Permanent Mission of the Arab
Republic of Y e m e n to the U. N.
211 East 43rd Street, 19th Floor
New York 17, N e w York
Yugoslavia
Yugoslav Information Center
816 Fifth Avenue
%
New York, N e w York
Zambia
Permanent Mission of the Republic of
Zambia to the U. N.
641 Lexington Avenue
New York, N e w York
Germany (Federal Republic)
German Information Center
410 Park Avenue
New York 22, N e w York
Holy See
Office of the Permanent Observer of
the Holy See to the U. N.
323 East 47th Street
New York 17, N ew York
Monaco
Monaco Information Center
610 Fifth Avenue
New York, N e w York
Switzerland
Swiss National Tourist Office
10 West 49th Street
New York, N e w York

APPENDIX D
PEOPLE AND MATERIALS USED FOR THE WORLD
UNDERSTANDING AND COMPARATIVE
CULTURES PROGRAM
D 1 : Lectures
D2: Bibliography of Text Materials Provided to
the Students
D3s Titles of "Handouts” Provided to the Students

218

APPENDIX D1
LECTURES

Dr. Khirenda Sharma, Professor, Department of Linguistics
and Oriental and African Languages, Also appointments to
the Department of Philosophy and Justin Morrill College.
"The Three Conflicts of Man."
Dr. Larry Sarbaugh, Communications Department at M.S.U.
"Perception, Language and Culture."
Dr. Daniel Jacobson, Director of -the M.S.U. Social Science
Institute. "The Origin and Traits of the American Indian."
Dr. George Barnett, Department of Social Philosophical
Foundations of Education.
"Critique of Cultural Relativism."
Dr. Ruth Useem, International Education Department.
Culture Movements in the U.S."
Dr. John Crawford, Advertising Department.
Saint or Sinner?"

"Advertising-"

Dr. George Borgstrom, Food Science Department.
Problem— The Hungry Planet."

"Population

Professor Albert Cafagna, Justin Morrill College.
ophy of Black Power."
Professor Chitra Smith.

"Third

"Philos­

"The Traditional-Modern Continuum."

Dr. James McKee, Sociology Department.
"Social Class and
Value Orientations in American Culture."
Mr. Bill Holland, James Madison College.
Movement in America."

"The Black

Mr. Richard Thomas, Black Student Alliance, M.S.U.
Historiography for the American Style of Life."
Dr. James Hooker, History Department.
Studies Africa."

"How a Historian

Professor Don Larsen, African Studies Institute.
and Republic of South Africa."

219

"A New

"Apartheid

220
Dr. Thomas H. Greer, Professor of Humanities.
Industrial Complex
Dr. William E. Cooper, Professor of Zoology.
His Environment."

"The Military
"Man and

Dr. Paul J. Hiniker, Professor of Communication and
Political Science.
"Models of Economic Development in
China."
Horacio Fabrega, M . D . , Professor of Psychiatry.
"Begging
in a Southeastern Mexican City, and Health and Illness
Problems of Mexican-Americans."
Dr. Dieter H. Brunnschweiler, Professor of Geography.
"How a Geographer Looks at South America."
Dr. Mary Gardner, Professor of Journalism.
the Press in South America."

"The Role of

Mrs. Rose Hayden, Assistant Director, Latin American
Studies Institute.
"Brazilian Music, Jazz to Bossa.”
Dr. Joseph Speilberg, Professor of Anthropology.
Anthropologist Studies Mexico."

"How an

The Late Dr. Charles Cumberland, Professor of History.
"How a Historian Studies Mexico."
Dr. Ken Bode, Professor of Political Science.
"How a
Political Scientist Studies the Politics of South America."
Dr. Chi-Lu Chem, Visiting Professor of Anthropology.
"How an Anthropologist Studies Taiwan."
Mr. John Duley, Director of Field Study, Justin Morrill
College.
"Impressions of Taiwan by an American."
Mr. Richard Letts, Director of the Lansing Human Relations
Council.
"Developing Human Relations in Lansing."
Mrs. Dorothy Silk, Volunteer Service Coordinator for the
Lansing Public Schools.
"Volunteer Service Opportunities
for W.U.A.C.C. Students."
Dr. Robert Green, Director of the Center for Urban Affairs
and Equal Opportunities Program.
"The Need for Under­
standing Among Human Beings."
U.S. State Department Representative, John D. Negroponte.
"Our Southeast Asia Policy."

221
Dr. Bernard Gallin, Professor of Anthropology.
of the Life of Chinese Peasants."

"A View

U.S. State Department Representative, Maurice D. Bean.
"Our Malaysia and Singapore Policy."
Dr. Paul A. Varg, Dean of the College of Arts and Letters.
"What Is Our China Problem?"
U.S. State Department Representative, Hoyt N. Ware.
"Importance of Latin American Relations."
Dr. Leslie Raut, Associate Professor of History.
"A
Comparative Study of Latin America and Latin American
Universities."

Note:

This is a partial list of speakers from a one-year
period.

APPENDIX D2
TEXT MATERIALS PROVIDED TO THE STUDENTS

Achebe, Chinua. Things Fall Apart. No Longer at E a s e .
A Man of the People. African Writers Series.
Baldwin, James. Nobody Knows-My N a m e .
Publishing Co., Inc., 19<>6.

New York:

Dell

Benedict, Ruth. Patterns of Culture.
Mifflin Publishers, 1959.

New York:

Houghton

Bohannan, Paul. Africa and Africans.
Yorks Natural History Press, 19£>4.

Garden City, New

Brown, Ina Corrine. Understanding Other Cultures.
Englewood Cliffs, New Jersey: Prentice-Hall, 1963.
Bryson, Lyman.
Social Change in Latin America.
York: Vintage Books, 1960.
Buck, Peal.

The Good Earth.

New York:

Pocket Books.

Carmichael, Stokely and Charles V. Hamilton.
Vintage Books, 1967.
Cleaver, Eldridge.
Soul on Ice.
ing Co., Inc., 1968.

New

New York:

Black Power.
Dell Publish­

Coylel, David Crushman. The United Nations and How It
Works. New York: Mentor Books, 1966.
Dean, Vera Michele. The Nature of the Non-Western World.
New York: Mentor Books, 19(>6.
DuBois, W. E. The Souls of Black Folk.
World Library, 1961.

New York:

Fairbanks, John K. The United States and China.
The Viking Press, 1962.
Fischer, Louis.

Ghandi.

New York:

Fawcett
New York:

Mentor Books, 1960.

Fromm, Erich. Man For Himself, The Sane Society, Escape
From Freedom, The Heart of M a n ,"~The Art of Loving. New
York: Harper and Row Publishers.

222

223
Ginsberg, Eli. The Troublesome Presence.
Press of Glencoe, 1^64.
Grier, William.

Black Rage.

New York:

Henry, Jules. Culture Against M a n .
Paperbacks, 1963.

New York:

Vintage

New Directions

New York:

Perennial

King, Martin Luther, Jr. Where Do We Go From Here.
York: Bantam Books, 1968.
Kluckhohn, Clyde. Mirror for M a n .
World Library, 1965.

Free

Bantam Books, 1968.

Hesse, Hermann. Slddahartha. New York:
Publishing Co., 19^1*
Hoffer, Eric. The True Believer.
Library, 1951.

New York:

New York:

New

Fawcett

Linton, Ralph. The Cultural Background of Personality.
New York: 1965.
Markandaya, Kamala.
Books, 1954.
Maslow, A. H.
Van Nostrand.

Nectar in a Sieve.

New York:

Toward a Psychology of Being.

Nehru, Jawaharial.
Doubleday, 1960.

The Discovery of India.

Signet

New York:
New York:

Quarles, Benjamin. The Negro in the Making of America.
New York: Macmillan C o . , 1964.
Rand, Ayn. For the New Intellectual.
Paper, 1961.

New York:

Reischauer, Edwin O. United States and Japan.
Harvard University Press.
Rose, Arnold. The Negro in America.
and Row, 1964.
Sachs, Wulf.

Black Anger.

New York:

New York:

Signet
Cambridge:
Harper

Grove Press, 1947.

Spear, Percival.
India, Pakistan and the W e s t .
Oxford University Press, 1967.

New York:

224
Statler, Oliver.
1962.

Japanese inn.

Turnbull, Colin.
1960.

The Lonely African.

Ward, Barbara.
Yorks Norton.

New Yorks

New Yorks

Five Ideas That Change the World.

X. Malcolm. Autobiography of Malcolm X .
Co., Grove Press.

Notes

Pyramid Books,
Doubleday,
New

Evergreen Book

This list is not complete. New books are added if
there is a change in emphasis.

APPENDIX D3
BIBLIOGRAPHY OF HANDOUTS PROVIDED TO STUDENTS

Culture and Social Psychology
Henry Stack Sullivan, "Social Psychological Theories."
Erich Fromm, "Social Psychological Theories."
Marvin Grandstaff, "Secrecy, Sanity, and the School."
Robert Ennis, "Is It Impossible for the Schools to Be
Neutral."
Donald McDonald, "Youth."
Daniel Sisson, "Toward a New Patriotism."
Jerry Farber, "Student as Nigger— and Rebuttal."
Robert Brustein, "The Case for Professionalism."
Joe Falls, "High School Kids Spert Alienated."
Maryknoll Magazine, "What Can Man Do?"
Benedict, "Models as Frame of Reference."
G. Giebert, "Preparing Behavior Objectives and Work Sheet."
Jules Henry, "The American Character, As It Persists and
Changes."
Robert Bonner, "The Human Predicament."
Robert Bonner, "Patterns of Life-Style."
Horace Minor, "Body Rituals Among and Nacirema."
J. W. Rulbright, "Man."
George Barnett, "It's All Relative, or Is It?"
Henry Steele Commager, "The Twentieth Century American."
Ashley Montagu, "The Coming Cultural Change in Man."
M.S.U., "Advertising, Saint or Sinner?"
225

226
- „ Robert K. Merton, "Social Structure and Anomie."
m

George Barnett, "Conception of Freedom,"
A, L. Kroeber, “Concepts and Definitions of Culture."
Ralph Linton, "Cultural Diffusion."
Denis Goulet, "The Troubled Conscience of a Revolutionary."
M. J. Herskovits, "The Problem of Cultural Relativism."
William F. Buckley, Jr., "On Civil Disobedience,"
' Murdock, "Biological Needs and Cultural Behavior,"
Joseph Tussman, "The Office of the Citizen."
"Philip Toynbee on Toynbee on Revolution."
Sidney Hook, "The Hero and Democracy."
Alain Locke, "Our Debt to Other Civilizations."
"The Great Religions."
"Index of American Values, Critical to Effectiveness
Overseas•"
"Cultural Relativism and Universalism: The Responsibility
of Education."
Foreign Policy
"Security for East and West"— A discussion.
"Foreign Affairs"— A bibliography.
Arnold J. Toynbee, "Thoughts on the Foreign Policy of the
United States."
"International Relations"— Some definitions.
Irving Kristol, "American Intellectuals and Foreign Policy."
Asia
J. W. Fulbright, "A New Realism for an Outworn Rationality."

227
- "Trade and Development! Keys to Asian Stability"--A
discussion.
Norodom Sihonouk, "Failure Experienced by the U.S. in Their
Dealings With the 'Third-World.
Dr. Sharma, "Asia and the West! Encounter
Albert Axelbank, "What Is Our Picture of Asia."
John K. Fairbanks "Perspective on Vietnam."
Military
Dr. Greer, "The Military-Industrial-Labor-Academic Complex."
iCenter Magazine, "Has America Become a Militarized Society."
James Reston, "Songmy Can't Be Forgotten by Military."
General David M. Shoup, "The New American Militarism."
Alfredo Rocco, "The Political Doctrine of Fascism."
China
t

Anthology of Chinese Civilization, "China."
"The Aggressive People's Republic of China, Menace or
Myth?"— A colloquy.
Fred W. Neal, "The U.S. and China, 1945-1969."
John Fairbank, "China's Foreign Policy in Historical
Perspective."
"China— Model Frame of Reference."
Dr. Sharma, "Two Political Power Struggles in Our Time."
L. LaDany, "Mao's China— Decline of a Dynasty?"
India
S. C. Dude, "Cultural Problems in the Economic Development
of India."
Joseph Lelyveld, "Can India Survive Calcutta."

Bernard Nossiterr "Indifferent: India,M
"Books on India"— A bibliography.
Dr. Sharma, "The Great Hindrance•*
Information Service of India, "Religions of India.
Africa
James S. Coleman, "Nationalism in Tropical Africa.
N. J. Rhoodie, "What Is Apartheid."
C. W. DeKiewiet, "The Delusion of Apartheid."
•K. A. Busia, "The Conflict of Cultures."
Robert A. Lystad, "The American and the African— A
Comparison of Images."

APPENDIX E
QUESTIONNAIRES
El:

Questionnaire Sent to 120 Students

E2:

Battery of Items to Help Evaluate the Unique
Characteristics of the World Understanding and
Comparative Culture Student Population and the
Effect of the Program on This Said Population

229

APPENDIX El
QUESTIONNAIRE SENT TO 120 STUDENTS

Till

Now that you have been out of the
W.U.A.C.C program for awhile 1 wonder If you would
be kind enough to do me a very large favor.
I am trying to find out what some of the
reactions are toward the program from students that
have been through It and have now had time to look
back over their experiences.
It Is very important In making future plans for
a program like W.U.A.C.C to have some opinions from
those that have been Involved in it.
It would help me a great deal If you would be
kind enough to answer the questions enclosed.
Please be as honest and oritloal as possible.
You do not havo to sign your name on these. I
am interested In your most frank opinion.
Please return the questionnaire to me In the
enclosed, stamped onvelope.

Respectfully,

G.W. Slebert
Eefefcom High School
P.S Your cooperation in this project will also
be of personal help to mo for I will see parts of it
In my Doctoral thesis, And, please forgive mo for
uselng a form letter but, tine Is not on my side.

230

231

1. Your High School
2. Yoar that you were in WUACC.
(please circle)

1967-68
1968-68
1969-70
1970-71

3. Sox. (please circle)
**M«

**p«

if. While you wore in WUACC what was your fathors*
occupation?
5. Whllo you were in WUACC what was your Mothers*
occupation?

6, Your Blrthdate.
7. The yoar you havo/or will graduato high school.

8. What is your occupation now?
9. What aro your future plans?

232

Directions# Utilizing the following key, please Indicate
by circling the appropriate numbers which activities of
WUACC contributed most/least to your understanding of
other persons and other cultures.

1, Very important contribution

wrgy

2. Im portant

3. average
if, n o t v e r y impor t a n t contribution

1. Taking classes with students from
other schools,
2. Community service work

2

3

if

3. Small group discussions

2

3

if

if. Being able to leave school
to take WUACC.

2

3

if

5. Contribution In class by
your fellow class members

3

if

6. First Impressions and
simulation exercises,

3

if •

7. Mod e m America and AfroAmerlca units

3

if

8. Monday's Guest speakers,

2

3

if

9. Viewing films

2

3

if

10. China unit,

2

3

if

11. Assigned paperback reading,

2

3

if

12. Central and South onerica units

2

3

if

13* Large group discussions

2

3

if

14. Mimeographed handouts

2

3

if

15» Short position papers

2

3

if

16. Japan unit

2

3

if

17. Coffee hours with foreign
students.

2

3

if

18. research papers.

2

3

if

19. objective tests

2

3

if

2

3

if

20

. essay tests.

10, What oxporloncos have you had In tho summers
since you were involved in WUACC, (ie, vacations,
summer jobs, school, travel, etc).

11, Roliglon.

note« I want to
know wtat religious
groups were
represented in
WUACC.

(ploaso circlo)

Catholic
Protestant
Jcwi sh
Other _ _ _ _ _ _ _ _
I prefer not to answer.

12, What academic rank did you obtain in High School.
upper third
middle third
lower third
13, Are you still involved in voluntocr work.?
Yes.
No.
What kind?

_____

______ ______

1^. If in college, What are your areas of study?

234

15. Did WUACC help you prepare for any college
courses?
Yes
No
Which ones?
In what ways?
Whro those college courses redundant?

Yes

No

16. What Is your college grodo point?
1?. How often do you read tho newspaper?
Regularly
sometimes
not ofton
18. Do you rogularly read any periodicals?

Yes

No

Which ones?
19. Have you taken any trips outside tho U. S since
WUACC?
Yes
No
Whore?
For what purpose?

20. If givon a choice, is there another country you
would like to make your homo in?
Yos
No
Whore ?
Why?
21. Did you make any friends bocause of your involvement
in WUACC?
Yos
No
Who?

-

22. Do you still maintain communications with these
frlonds?
Yos
No
How?

235

23. What Impact have those friendships hod on you?

2*K Did you dote, and/or, marry a person from a
different background?
Yes

No

What background?

25* Do you belong to any associations and/or olubs?
Yes

No

Which ones?__________________________

. _

26. In what ways do you feel your experiences in
WUACC have made a difference in you?

27. Now that you have been out of tho program for
awhile do you feel you are doing anything different
In your 11 fo that you might not be doing if you
had not takon WUACC?_______________________________

28. What personal meaning or value has WUACC had
for you? _____________'
____ _______________

29.jComments^

(please use the back of this sheet)

APPENDIX E2
BATTERY OF ITEMS TO HELP EVALUATE THE UNIQUE
CHARACTERISTICS OF THE WORLD UNDERSTANDING AND
COMPARATIVE CULTURE STUDENT POPULATION AND THE
EFFECT OF THE PROGRAM ON THIS SAID POPULATION3

W.U.A.C.C.

Final Student Evaluation of W.U.A.C.C.
for the 1966*69 academic echool year.

July 11. 1969

Purpose: Tho following battery of Items is being administered to help
us In defining the unique characteristics of the W.U.A.C.C. student
population and the effect of W.U.A.C.C. on this said population.
Thank you for your sincere time, cooperation and efforts In our be*
half.
Kev: Please indicate to the right your response to the following ques­
tions, utilising the following key:
1.
2.
3.
4.
3.
6.

X
X
X
X
X
X

agree very much.
agree on the whole.
agree a little.
disagree a little.
disagree on the whole.
disagree very much.

The following are the results from this evaluation:
1. A person who thinks primarily of his own
happiness Is beneath contempt.
1.1. Did you hold this attitude response
before you came Into W.U.A.C.C.?
1.2. If not, did W.U.A.C.C. chance your
attitude to the above response?
1.3. Or, did W.U.A.C.C. just reinforce
your attitude to the above response?

1

2

3

4

5

6

5
15

6
13

5
22

6
24

4 15 16 13 23 26
Yea

No

“53

35

14

49

51

30

2
l
3
2. The main thing In life Is for a person
26 IS 26
to want to do something Important.
Yes
2.1. Did you hold this attitude response
"IT
before you came Into W.U.A.C.C.?
2.2. Xf not, did W.U.A.C.C. chance your
10
attitude to the above response?
2.3. Or, did W.U.A.C.C. Just reinforce
your attitude to the above response?
48

3. Xt would be a dangerous procedure If
1 2 3
4 16 15
every person In the world had equal rights
which were guaranteed by an International
charter.
Yes
3.1. Did you hold this attitude response
“39
before you came Into W.U.A.C.C.?
3.2. If not, did W.U.A.C.C. chance your
32
attitude to the above response?
3.3. Or, did W.U.A.C.C. Just reinforce
your attitude to the above response?
41

4

I

No

15
52
30
4
9
No

35
42
33

aTaken from The Rokeach Dogmatism Scale and The
Sampson World-Mindedness Scale, M.S.U. Psychological
Testing Center.
236

237
4. In times like these a person must be ’
pretty selfish if. he considers primarily
his own happiness.
4.1. Did you hold this attitude response
before you came Into W.U.A.C.C.?
4.2. If not, did H.U.A.C.C. change your
attitude to the above response?
4.3. Or, did W.U.A.C.C. just reinforce
your attitude to the above response?

‘1 2
10 23

3
13

‘4
9

Yes
57

No
23

14

45

41

34

5 6_
22 18

5. Our country is probably no better than
2
3
1
many others.
22 ii l2
5.1. Old you hold this attitude response
Yes
before you came into W.U.A.C.C.?
47
5.2. If not, did W.U.A.C.C. change your
attitude to the above response?
40
5.3. Or, did W.U.A.C.C. just reinforce
your attitude to the above response?
42

4
5
9 15
No
38

2
6 . Race prejudice may be a good thing for us. I
2
because tl keeps many undesirable foreigners
1
from coming to this country.
Yes
6.1. Did you hold this attitude response
before you came into W.U.A.C.C.?
69
6.2. If not, did W.U.A.C.C. change your
6
attitude to the above response?
6.3. Or, did W.U.A.C.C. just reinforce
53
your attitude to the above response?

4
8

7. Of all the different philosophies which
exist in this world there Is probably only
one which Is correct.
7.1. Did you hold this attitude response
before you came into W.U.A.C.C.?
7.2. If not, did W.U.A.C.C. change your
attitude to the above response?
7.3. Or, did W.U.A.C.C. just reinforce
your attitude to the above response?

1
3

8 . It would be a mistake for us to encourage 1
certain racial groups to become more educated
because they might use their knowledge against
us.
8.1. Did you hold this attitude response
before you came Into W.U.A.C.C.?
8.2. If not, did W.U.A.C.C. change your
attitude to the above response?
8.3. Or, did W.U.A.C.C. just reinforce
your attitude to the above response?

2
3

3
3

6
l6

31
29
5
11

6
78

5
17

6
66

5

6

No
18
56
32
3
3

4
3
No

Yes

Tf

21

48

55

23

2

3

4

Yes
68

No
21

11

54

55

21

238

9. It Is only when a person devotes himself
to an Ideal or a cause that life becomes
24 17
meaningful.
9.1. Did you hold this attitude response
Yes
before you came into W.U.A.C.C.?
70
9.2. If not. did W.U.A.C.C. change your
attitude to the above response?
11
9.3. Or. did W.U.A.C.C. Just reinforce
your attitude to the above response?
51
10. We should be willing ,to fight for our
country without questioning whether it is
right or wrong.
10.1. Did you hold this attitude response
before you came into W.U.A.C.C.?
10.2. If not. did W.U.A.C.C. change your
attitude to the above response?
10.3. Or. did W.U.A.C.C. Just reinforce
your attitude to the above response?

1
6

a
6

1
1

13. It is better to be a dead hero than
a love coward.
13.1. Did you hold this attitude response
before you came into W.U.A.C.C.?
13.2. If not, did W.U.A.C.C. change your
attitude to the above response?
13.3. Or, did W.U.A.C.C. Just reinforce
your attitude to the above response?

1
9

11

5

6
44

9
3
9

4
8

22

24

50

27
?
15

4
13

23

5
6
30 25

No
73
41
28
3
2

4
1
No
17

11

61

65

21

2
7
Yes
59

14

54

No
30

2
1
Yes
70

13

No
7l

Yes
57

11. In this complicated world of ours the only 1
2
way we can know what is going on is to rely on 1 15
leaders or experts who can be trusted.
11.1. Did you hold this attitude response
Ye8
before you came into W.U.A.C.C.?
58
11.2. If not. did W.U.A.C.C. change your
attitude to the above response?
25
11.3. Or, did W.U.A.C.C. Just reinforce
your attitude to the above response?
49
12. Foreigners are particularly obnoxious
because of their religious beliefs.
12.1. Did you hold this attitude response
before you came into W.U.A.C.C.?
12.2. If not. did W.U.A.C.C. change your
attitude to the above response?
12.3. Or, did W.U.A.C.C. Just reinforce
your attitude to the above response?

16

3
id

4
id
No
13

9

49

46

32

5
16

6
74

5
id

6
23

239

2
14. We ought to have a world government to
1
quarantee the welfare of all nations irre12 15
speetlve of the rights of any one.
14.1. Did you hold this attitude response Yes
before you came Into W.U.A.C.C.?
“35
14.2. If not, did W.U.A.C.C. change your
attitude to the response?
31
14.3. Or, did W.U.A.C.C. just reinforce
your attitude to the above response?
31

4
5
3
121 919
1 3 13
12

15. A group which tolerates too many differ- 1
ences of opinion among Its own members cannot 6
exist for long.
15.1. Did you hold this attitude response
before you came Into W.U.A.C.C.?
15.2. If not, did W.U.A.C.C. change your
attitude to the response?
15.3. Or, did W.U.A.C.C. just reinforce
your attitude to the above response?

22
11

33 £4 55 6
13
13 id
18 21
21 22

Yes
51

No
37

24

43

37

32

16. Our country should not cooperate In any 1
2
5
international trade agreements which attempt 1
to better world economic conditions at our
expense.
16.1. Did you hold this attitude response Yes
55
before you came Into W.U.A.C.C.?
16.2. If not, did W.U.A.C.C. change your
22
attitude to the above response?
16.3. Or, did W.U.A.C.C. just reinforce
43
your attitude to the above response?
17. It would be better to be a citizen of thel
world than of any particular country.
30
17.1. Did you hold this sttltude response
before you came Into W.U.A.C.C.?
17.2. If not, did W.U.A.C.C. change your
attitude to the above response?
17.3. Or, did W.U.A.C.C. just reinforce
your attitude to the above response?

2
15
Yes
“5?

16

No
TX

40
25

*3... «4
S. 6
5 10 32 42
No
31
41
30
3
1%

4
5
13
9
No
ZZ

37

33

46

?4

3
18. Even though freedom of speech for all
.1 2
1 19
groups Is a worthwhile goal, It Is unfortun- 3
ately necessary to restrict the freedom
of certain political groups.
18.1. Did you hold this attitude response Yes
'59
before you came into W.U.A.C.C.?
18.2. If not, did W.U.A.C.C. change your
23 •
attitude to the reoponse?
18.3. Or, did W.U.A.C.C.Just reinforce
47
your attitude to the above response?

6
id

4
13

5
22 ii

No
35
42
26

240

19. If given the chance I would do something
of great benefit to the world.
26 25
19.1. Did you hold this attitude response
Yes
before you cane Into W.U.A.C.C.?
“37
19.2. If not, did W.U.A.C.C. change your
attitude to the response?
14
19.3. Or, did W.U.A.C.C. Just reinforce
your attitude to the above response?
43

16

6

4
No
IT

7

48
23

20. It would be dangerous for our country to JL„ 2 ..3.
make international agreements with nations
*7
1 6
whose religious beliefs are antagonistic to
ours.
20.1. Did you hold this attitude response
Yes
before you cnme Into W.U.A.C.C.?
62
20.2. If not, did W.U.A.C.C. change your
attitude to the response?
IS
20.3. Or, did W.U.A.C.C .Just reinforce
your attitude to the above response?
55

*
6

21. Our country should not participate In .any I 2
International organisation which requires that 17 11 19
we give up any of our national sights or freedom of action.
Yes
21.1. Did you hold this attitude response
before you came into W.U.A.C.C.?
“55
21.2. If not, did W.U.A.C.C. change your
attitude to the response?
16
21.3. Or, did W.U.A.C.C. Just reinforce
41
your attitude to the above response?

4
9

22. If necessary we should be willing to
1
?
16 i5
lower our standard of living to cooperate
with other countries In getting an equal
standard for every person In the world.
22.1. Did you hold this attitude response
Yes
59
before you came Into W.U.A.C.C.?
22.2. If not, did W.U.A.C.C. chafe your
22
attitude to the response?
22.3. Or, did W.U.A.C.C. Just reinforce
your attitude to the above response?
39

3
19

4
9

1
2
23. WS should strive for loyalty to our
10
3
country before we can afford to consider
world brotherhood.
Yes
23.1. Did you hold this attitude response
“51
before you came into W.U.A.C.C.?
24.2. If not, did W.U.A.C.C. change your
23
attitude to the response?
24.3. Or, did W.U.A.C.C, Just reinforce
53
your attitude to the above response?

?
9

5
ZB

6

No
~22

43
24
5
9

6
12

No

II
43
25
5
11

6

22

No

35
42
34
4
17

6
5
26 27

No

33
43
26

241

2
24. Some races ought to be considered natur- _ 1
7
2
ally less Intelligent than ours.
Yes
24*1. Did you hold this attitude response
~7G
before you came Into W.U.A.C.C.?
24.2. If not. did W.U.A.C.C. change your
12
attitude to the response?
24.3. Or. did W.U.A.C.C. just reinforce
56
your attitude to the above response?

3

i

4
3

52
25

3
18

4
10

9

2
8

5
9
Ho

21

5
20

6
23

Ho

19

44

35

31
3
12

4
19

5
21

"53

Ho
41

28

42

35

26

Yea

1 .2
28. Fundamentally, the world we live in is
14 13
a pretty lonesome place.
Yes
28.1. Did you hold this attitude response
“S3
before you came Into W.U.A.C.C.?
28.2. If not, did W.U.A.C.C. change your
10
attitude to the response?
28.3. Or, did W.U.A.C.C. just reinforce
45
your attitude to the above response?

1

42

3s

8

6

35

Yes
” 33

CM

27. All national governments should be abol­
ished and replaced by one central world gov­
ernment .
27.1. Did you hold this attitude response
before you came into W.U.A.C.C.?
27.2. If not, did W.U.A.C.C. change your
attitude to the response?
27.3. Or, did W.U.A.C.C. Just reinforce
your attitude to the above response?

*4

4
6

1
8

6
68

To

25. Our schools should teach the history of ttlel 2 .3
29 16 20
whole world rather than of our own country.
Yes
25.1. Did you hold this attitude response
”57
before you came into W.U.A.C.C.?
25.2. If not, did W.U.A.C.C. change your
19
attitude to the response?
25.3. Or, did W.U.A.C.C. just reinforce
47
your attitude to the above response?
26. An international police force ought to be
the only group in the world allowed to have
armaments.
26.1. Did you hold this attitude response
before you came Into W.U.A.C.C.?
26.2. If not, did W.U.A.C.C. change your
attitude to the response?
26.3. Or, did W.U.A.C.C. just reinforce
your attitude to the above response?

5
12
Ho

3

i

4
8

3

19
Ho

6
24

6
26

17
53
27

4
2 ______________
29. It is often desirable to reserve judgment 1
5 6
3
about what's going on until one has had a
33 24 10
9
6 10
chance to hear the opinions of those one
respects.

242

29.1. Did you hold this attitude response
before you came Into W.U.A.C.C.?
29.2. Zf not, did W.U.A.C.C. change your
attitude to the response?
29.3. Or, did W.U.A.C.C. just reinforce
your attitude to the above response?

Yes
66

No’
li.

18

48*

51

21

30. Patriotism should be a primary aim of
1 2
education so our children sill believe our
3
)
country Is the best in the world.
30.1. Did you hold this attitude response Yes
before you came Into W.U.A.C.C.?
51
30.2. If not, did W.U.A.C.C. change your
attitude to the response?
30
30.3. Or, did W.U.A.C.C. Just reinforce
your attitude to the above response?
46
31. Itwould be a good Idea If all the races
were tointermarry until there was only one
15
race in the world.
31.1. Did you hold this attitude response
before you came Into W.U.A.C.C?
31.2. If not, did W.U.A.C.C. change your
attitude to the response?
31.3. Or, did W.U.A.C.C. just reinforce
your attitude to the above response?

9

3
4
5
81322
43
No
35
38
28
19

17

18

12

22°

35

23

40

41

30

32. We
should teach our children to uphold 1 2
the welfare of all people everywhere although 3o 18
It may be against the best Interests of our
country.
32.1. Did you hold this attitude response
before you came Into W.U.A.C.C.?
32.2. If not, did W.U.A.C.C. change your
48
attitude to the response?
32.3. Or, did W.U.A.C.C. Just reinforce
your attitude to the above response?
39

3

iK

4
10

5
11
No

35
32
30

33. In the long run the best way Is to pick ,1 22 33 ft4
5 6
> 2 is
friends and associates whose tastes and bellefs6 77 18
18 117
814
are the same as one's own.
No
33.1. Did you hold this attitude response
35
before you came Into W.U.A.C.C.?
33.2. If not, did W.U.A.C.C. change your
43
24
attitude to the response?
33.3. Or, did W.U.A.C.C. just reinforce
25
45
your attitude to the above response?
2
4
3
5
34. War should never be justified even If it
is the only way to protect our national rlghts21 141 7 1 7 9 1 5
■>nd honor.
Yea
NO
34.1. Did you hold this attitude response
59
29
before you came Into W.U.A.C.C.?
34.2. If not, did W.U.A.C.C.change your
21
42
attitude to the response?
34.3. Or, did W.U.A.C.C. just reinforce
42
«

l

APPENDIX F
WORLD UNDERSTANDING AND COMPARATIVE
CULTURES DAILY SYLLABUS FOR A
28-WEEK PERIOD

243

COURSE OUTLINE
ACTIVITY

THEtTF.

SPEAKER

BIBLIOGRAPHY

Sept.

Monday
1
.

...

.....

1
n
\

i

—

i
5

i

Tuesday

...

..

_

1
|
*

6

7

8

Wednesday

Thursday

Friday

Distribute:
1. Books
•rlentatlon of students
2. Total W.U.A.C.C. list
to W.U.A.C.C.
3. Section lists.
4. Name cards
5. Check for drops and
adds.
Orientation of students
tc continuing education
projects.

!
Gabriels:Mr, Cock
Sexton: Mr. Eger
Okemos: Mr. Mitt
Eastern: Mr. giebert
0*Rafferty: Mr. Viera

<

1
Mr. C. James Literature concerning
Sexton Auditorium
prejects.
Total group presentation Kernan
question and answer peri* d Consultant
in continuin 5 Education.
to fellow.

WORLD UNDERSTANDING AND COMPARATIVE CULTURES
DAILY SYLLABUS FOR, A 28-WEEK PERIOD

4

COURSE OUTLINE
pp'f-fl
Sept.
11

. ...

Monday

Sexton Auditorium
Distribute:
An overview of W.U.A.C.C. 1. Course outline
2. Course bibliography
i 3. Mimeographed papers

STAFF

Discussion on requiremeE ts
;
Orientation to Attitudlnal Eastern High School
testing.
! Students to fill out
| questionnaire.
i
i
I

Tuesday

13

V1SWI16PW1IS:
jl. Eastern High School
{2. Qabrlels High School
Wednesday W.U.A.C.C. and orlentatlon!3. Lansing Public Library
to library resources
14. Okemos High School
;5. O'Rafferty High School
j6. Sexton High School

1

Independent Study

Gabriels-Mr. Cook
Sexton-Mr, Eg er
Okemos-Mr. Me tt
Eastern-Mr. i lebert
O'Rafferty-Mi . Viera

The Sampson World
Mindedness scale

Eastern High School
14

15

Thursday

Friday

Attitudlnal testing

i Administration of
; attitudlnal tests.

independent Study
W.U.A.C.C. and orientation; visit libraries
to library resources.

STAFF

STAFF

The Rokeach Dogmatism
&cale

245

12

1
Sections:
#1 Mr. Eger
#2 Mr. Mott
#3 Mr. Siebez t
#4 Mr. Viera

COURSE OUTLINE
S ep !.

18

Monday

V
19

20

Tuesday

Wednesday

1

« vergeneraiization about
race, heredity, and grcupi 'Sexton Auditorium
Films: Common Fallaciei
Religion, Science, Soeiet; *Concerning
Group
and birth control.
birferences 15 minutes
Population Explosion:
Science & society 2d mil t
What is culture?
What la personality?
What Is the relationship Informal class dlsousbetween culture and per­ slons concerning
sonality? How do people themes for the day.
make a living? Why and
how do people live toget­
her?

Independent Study

Work with your indepen­
dent study supervisor
In developing a problem
statement.

Bibliography

STAFF

STAFF

STAFF

frown, Chapters 1-5,
Kluckhchn, Chapters 7-8
Appendix 247-255
Linton, Chapters 2 ,4 -5
Mimeographed handout
"Man."
«

List of tentative
research projects.
246

21

Why do people perceive the
world differently?
Informal class discus­
What do people think of
Thursday themselves and others? whai sions concerning themes
for the day.
are the different beliefs
and attitudes towards man,
society, property, war,
social change etc.?

22

Friday
l

Zhdependent Study

Work with your Indepen­
dent study supervisor
In developing a problem
statement.

STAFF

STAFF

Brown, Chapters 6-10
Benedict, Chapters
1-3,
7-8

List of tentative
research projects.

CCTJRSE OUTLINE
Theme.

_J2&fce_
Sept.
25

26

--Films: Sound of the
Earth 3C minutes

Monday

Tuesday

Why and how do we worship
differently in the United
States?

What are the respective
Build models as a frame
beliefs and attitudes of . of reference to analyze
the Zuni, Dobu and North­ the Zuni, Dobu and
west Indians towards:
Northwest Indian
1 . man
5. wealth
cultures.
2 . society
6. social
3. competition change
4. freedom
7. war
values

28

29

Wednesday

Thursday

Friday

Independent Study

What is an American?
What are the American
beliefs and attitudes in
relation to the three
conceptual models?

Independent Study

Start to collect data
utilizing 5" by 8"
bibliography cards.

Build a conceptual model
as a frame of reference
to analyze American
culture.

Start to collect data
utilizing 5" by 8"bibliography cards.

STAFF
i
Benedict, Chapters 4-6
STAFF

247

27

One God: The Ways We
Worsnip “37 minutes ‘

STAFF

STAFF

STAFF

Kluckhohn, Chapters 9-10
"Body Ritual of Nacirema"
"The Twentieth Century
American"
"Cur. Debt to Other
Civilizations"
"An Index of American
Values Critical to
Effectiveness Overseas"

COURSE OUTLINE
n»heme

natp
Oct.
...

2

3

Monday

Tuesday

Why and how do cultures Films: Man and His
change? Paradigm men and!
Culture 15 minute:
paradigm religions.
Four Religions 60 mlnut s STAFF
using tne rum as a
frame of reference review the first four
IS the good life relative weeks or the course.
If one Is In harmony with
his culture does this
To draw out. state, app y
mean he is a free man?
and test the evidence
Are all cultures equally that the social sclent! t
valid forms of life? Is and the social phllosop] ter STAFF
freedom a matter of opinl< n? bring to these quest! ns.

4

Wednesday

A question and answer
period reviewing the
readings and the con­
ceptual models.

5

Thursday

TEACHERS INSTITUTES

6

Friday

TEACHERS INSTITUTES

"Democracy"
"Office of the Citizen"
"Conceptions of Free­
dom"
"It18 all Relatlve-Gr
Is It."
Utilize all>readings
to date.

STAFF

248

Review the first five
weeks of the course.

Books by Ruth Benedict.
Ina Corinne Brown.
Clyde Kluekhohn. Ralph
Linton plus the
mimeographed handouts.

1
i

Oct.

9

COURSE OUTLINE
Activity

Theme

Cate

Monday

The philosophy, reasoning
and aims of Marxism in re­
lation to past and current
thought. What is nationalism
and the elements of national
power.

Sneaker

R ih lin j p a p h y

Films: Nationalism
Brotherhood of M a n
Marxism

STAFF

Take notes on the films.
1

10

12

Wednesda;

Thursday

13

Friday

Six-weeks exam.

independent

STUDY

The idea of nationalism
Elements of national power.
The struggle for power
The idea of industrialism

INDEPENDENT STUDY

Those students not taking
the exam Tuesday wUl
take the make-up exam
on this date.

Class discussion o n the
themes for the day.

Re-read the ditto handout
of guide-lines to independen
study and utilise your time
wisely.

Six w eeks bibliography
to date.

249

11

Tuesday

Each student will write on
five of the seven questions.
Please try and bring a
Discussion
blue book for the exam.
Leaders

STAFF

Barbara Ward, Five
Ideas That Change the
World. Chapters 1 and 2
Discussion
leaders

STAFF

Patff
Oct.

16

17

Monday

Tuesday

Wednesday

19

Thursday

20

Friday

INDEPENDENT STUDY

Observance of United
Nations Week.

Applied Marxism.
Inevitability of revolution.
Idia of state socialism.
\ hat is Colonialism ? ,
V*hat is C o m m un is m ?

INDEPENDENT STUDY

Speaker

STAFF

Review a m a p of the world.
Collecting data for your
problem or project statemei it.

Refreshment and conver­
sation hour at Gabriels
High School.

Review of first two chapters
in Wards book. Discussion
of ideas in Chapters 3 and 4.

Collecting date tor your
problem statement.

STAFF

STAFF

STAFF

STAFF

Biblioeraohv

Take good notes on
these films.

Si- ool and Lansing
Public library biblio­
graphies.

Michigan State Staff
Foreign Students from
M.S.U.
Representatives from
Lansing and Ingham
County Public Schools.

Ward, Barbara,
Five Ideas That Chamre
the World. Chapters 3.4

250

18

COURSE. O U T L I N E
Activity
Film: American Foreign
Balance of power as a foreign Policy: Confrontation (1945‘
policy tactic. Containment
53) 32 minutes
as a foreign policy tactic.
#4 Leninism-Stalinism Foreign policy and national
Khrushchevism
interest. Technology, col­
#27 Soviet Foreign Policy
lective security and foreign
policy.
Thame

1

23

24

COURSE OUTLINE
Activity

Theme

J2ate _.
Oct.

1

Monday

Speaker

Bibliography

1

Films: "Challenges of
Summit Diplomacy
Coexistence"* 23
D estalinization
minutes
Weaponry and 4pace Exploitatio I
11Containment in
Flexible Foreign Policy
Asia" 31 minutes
C o m m o n Market vis-a-vls
"The Unending
the Marshall Plan and Contain'
mftnt Policies.
Struggle" 36 minu es

Tuesday

What does Wa r d m e a n by the
term internationalism?
Is internationalism too great
a price to pay? What are the
alternatives ?

Review films from Oct, 16
and 23. Review first four
chapters of W a r d and then
deal with concept of
internationalism.,

INDEPENDENT STUDY

You should have a well
developed list of resources
for your problem statement.

STAFF

Ward* Barbara*
Five Ideas that Change
the World, chanters 1-5
STAFF

"The Political Doctrine
of Fasidsm"
«

26

27

Wednesda

y

Review Ward's five chap­
What is the purpose of foreign
ters in relation to the.
policy? Is there a continuity
Thursday in American foreign policy?
purpose and role of foreign
What role does the intellectual policy.
play?
Ideology and Foreign Policy

Friday

INDEPENDENT STUDY

You should be writing the
preliminary draft of your
problem statemeii.

STAFF

STAFF

"American Intellectuals
and Foreign Policy"

School and Lansing Public
Library bibliographies.

251

25

School and I.arising Public
Library bibliographies.

1
1
i

Theme

Data
Oct, -NOV

Monday

30

31

Tuesday

COURSE OUTLINE
Activity

What are the traits of the rev­
olutions of modernization?
What are the obstacles to
modernization for the"poor.
nations"? What are the basic
ingredients, and orientations
of traditional and modern
.society?

If necessary review concej ts
offasdsnv International­
ism and foreign policy.
Utilize the fUms In discussii a
the "rich and the poor nation !**

INDEPENDENT STUDY

Thursday

What Is the blue print of
c o m m u n i s m for the nations
of the world? What are the
Ingredients for economic
development?

3

Friday
4

INDEPENDENT STUDY

B y now there should be
agreement on the different
ideological plans for
winning t h e m i n d s of m e n
In the world"

All students should meet
with their supervisor and
receive approval on their
problem statements.

Ward, Barbara. The Rich
Nations and the Poor Nations
STAFF

Chapters 1 and 2

School and Lansing Public
Library bibliographies.
STAFF

Ward, Barbara Rich
Nations and the Poor
Nations. Chanters 3 and4
STAFF

STAFF

252

Wednesday

2

Bibliography

Hlms: "The Emerging World ' World law
Emerging Nations and the
West. Competing superpower 9
10 minutes
Industrialised nations vis-a"Instrument of Foreig l
vis the under-developed worli
Aid" 10 minutes
Intervention as a tactic of
"Instrument of Inter1
foreign policy.
ventlon" 13 minutes
STAFF

Those finished with their
problem statemeits should
meet with their supervisors
1

Speaker

Theme

Date
Nov.

6

7

Monday

Tuesday

COURSE OUTLINE
Activity

Foreign Aid-"Winning the mini s
of m e n . 11 Has communism
Neutralists and the
been an effective influence
Communists.
in American political life?
Have U. S. - Soviet relations
C o m m u n i s m in the United
changed since 1917?
States. U. S. Soviet Relatioi s

What is the philosophy of the
"big push?”
T o we have an obligation to
underdeveloped countries?
What is meant by the statement
"a fr?e way of life ?"

Review the concepts dealt
with in the films. Relate
these concepts to the ideas
in Barbara Ward's two
books.

Speaker

Bibliography
"American Intellectuals
and Foreign Policy. "

STAFF

Ward, Barbara, m e Rich
Nations and the Poor
Nations, chapters 5 and 6
STAFF

253

8

Wednesday

INDEPENDENT STUDY

Review the last three weeks
work to get real agreement
on the concepts dealt with.
9

10

Thursday

Friday

Orientation to the unit on
"India and Pakistan and the
West.”

Having selected your materfe >
for your research project,
you should now begin to
research this material
in depth.

Review both of Ward's books
as well as the films and
mimeographed handouts.

School and Lansing Public
Library bibliographies.

STAFF

STAFF

"The Political Doctrine
of Fascism"
"American Intellectuals
and Foreign Policy"
Ward, Barbara. The Rich
Nations and the Poor Nat one.
■Five ■ideas Ural <3tanged
■■m e World

Remain in your ho me schools for
reading preparation on India nd
Pakistan unit. Ibis is neces li"The Religions of India11
tated because of Mrs. Shami13
STAFF
Spear.
PercivaL India
visit with us on Monday.
chapters 4,5,14 Pakistan r.Ti tb*? W-rt

l

jj C O U R S E O U T L I N E
Tho*»«

Dstp
Nov.

13

14

Tuesday

Wednesday

Rihliography ...

A .u.Ji..

1 Films: Hinduism
What is Muslim m a n ? Is
Islamism
the Islamic religion a trans - !
A fifty minute lecture by
c endental faith ? What is
Mrs. Shami. Please sit
the status of M o h a m m a d in
in the first ten rows of the
the Islamic religion?
auditorium.

"The Religions of India"
Mrs. Khalida
Spear. Percival, India
Shami of Lyallpu ' Pakistan and The West,
Pakistan.
chapters 4,5, 14.

Mrs. Shami will deliver a
"The Religions of India"
Mrs. Khalida
The role of w o m e n in
sixty minute lecture on
different phases of Pakistan Shami of Lyall- Spear, Percival, India.
Pakistan society. Is there
pur, Pakistan.
Pakistan and the West,
a conflict between materia­ society. Thirty minutes
chapters 4,5,14.
lism and the Islamic faith
will be provided after the
in Pakistan?
lecture for informal conver­
sation with your classmates
i
<■ Mrs. Shami.

INDEPENDENT STUDY

A reminder to students
participating in Head Start
to keep a daily chronicle.
Continue your in-depth
reading and research on
your project.

STAFF

School and Lansing
Public library biblio­
graphies.
**

16

17

A review on Pakistan in rela­
tion to the concepts of man,
society, government, free­
Thursday dom, authority and property.

Friday

INDEPENDENT STUDY

M n or Mrs. - shami will visit each class
for thirty minutes for the
p urpose of a question and
answer session. Please
feel free to ask questions.

•

\

254

15

Monday

!

Staff and Mr.
and Mrs. Shami

"The Religions of India"
Soear. Percival. India
Pakistan and the West
chapters 4,5, 14

i O n November 22, 1967 you
School and Lansing Public
t
will visit with ytur independi
Library bibliographies.
STAFF
study supervisor for the p*irp< se
of demonstrating the substanl ive content of you ' research.

r^**<
Nov.

20

21

COURSE OUTLINE
Activity

Theme

Monday

Tuesday

Dr. Dhirendra from India,
What is Hindu m a n ? Is
but now a Professor in the
there a particular Indian
Philosophy Department at
character? H o w does Indian
M.S.U. will deliver a lec­
m a n perceive the world’
ture on the philosophy of
India.

The first thirty minutes
will be spent in individual
review and then the exam
will be a choice of essay
questions.

Six weeks examination

22

Wednesday

23

24

Thursday

Friday

INDEPENDENT STUDY

T H A N K JGIVING H O L I D A Y

S C H O >L H O L I D A Y

Dr. Dhirendra
Sharma
Philosophy de­
partment
Michigan State
University

STAFF

STAFF

Bibliogranhv
Spear, Percival
India. Pakistan, and the
West, chapters 1,2,3, 6

Ward, Barbara, Five
Ideas That Change the
World : The Rich Nation;
and the Poor Nations
"The Political Doctrine
of Fascism." American
Intellectuals and Foreign
Policy"
Spear, Percival,
India, Pakistan, and
Hie West
chapters 7 -10

255

Because of the holidays you
dbould complete the following
reading in Spears book.

Sneaker

I

_D_ate_

Theme

Nov.
27

Monday

INDEPENDENT STUDY

COURSE OUTLINE
Activity
Students should prepare
questions for Dr. DMrendr
Sbarma's visit on Tuesday,

Soeaker
i

STAFF

B ih lin tr r a n h v

Spear, Percival,
India, Pakistan and the
West
Chapters 1-10

%

28

Tuesday

Ely what standard does India
judge the West? What are
effects on Indian m a n and
society from the conflict
between materialism and
spiritualism ?

Small group discussions
on Spear's book. Pr.
Sharma will visit each
classroom for thirty
minutes.

Dr. Dhirendra
Sharma
M.S.U.
Philosophy
Department

Spear, Percival
Chapters 1-10

256

29

Wednesday

INDEPENDENT STUDY

V hat are the reasons for the
West and India thinldi.g
differently?
30

Thursday

Large and small group
discussions utilizing the
first ten chapters of
Spear's book.

Friday

Assign the m a p study. It is
to be completed by Dec. 11,
1967.

Dec,
1

A reminder that the rough
draft of your research pro*
ject will be due December
15, 1967.

INDEPENDENT STUDY

School and Lansing
Public Library
bibliographies.
STAFF

Spear, Percival,
Chapters 11-13,15
STAFF

STAFF

School and Lansing
Public Library biblio­
graphies.

1
i
Dec.
4

5

7

8

Tuesday

'Wednesday

Thursday

Friday

. S p p a lfp r

How did India become colon­ Please turn in your sixized? How did Britain organ-, weeks exams to your dis­
ize India's way of life ? Is
cussion leader. You should
non-violence relevant today? be prepared in class dis­
Is it too great a price to pay ? cussion to demonstrate the
mastery of the material
in Spear's book.

INDEPENDENT STUDY

A reminder to turn in
Barbara Ward's two books if
you haven't already. Time is
getting short in relation to
your research paper or head
start chronicle.

You should arrive at some
What does the new India
agreement on the concepts
stand for? Is non-violence re* of man, society, government
levant for India today? What freedom,authority, etc.
are some recommendations
within Indian society and its
for bettering U. S. -India
relevance for U. S. foreign
foreign relations ?
policy.

A reminder to turn in the ma]
study on December 11, 1967
to your discussion leader.
INDEPENDENT STUDY

R IK H n ffp an h v

STAFF

Spear, Percival,
India. Pakistan and
the West
chapters 7-13, and 15

STAFF

School and Lansing
Public Library
bibliographies.

257

6

Monday

COURSE OUTLINE
Theme
A c t iv it v
What is the basis of U. S.
Films: Indonesia
foreign policy
in Southeast Asia? Do the
C o m m u n i s m in Southeast
Asian countries fear Chinese
Asia
communism ?

STAFF

Spear, Percival,
Chapters 11-13,15
Dean, Vera Micheles
The Nature of the NonWestern World
chapter 4, pp. 71-92.
STAFF

STAFF

School and Lansing
Public Library
bibliographies.

Theme

Date
--------------------

12

14

15

Bibliography

Monday

Tuesday

Wednesday

Thursday

Friday

What are some of the princi­
Dr. Dhirendra Sharma
Dr. Dhirendra
Sharma
ples behind India's foreign
wishes to express his
M.S.U. Philosopolicy? What are some of the appreciation to you for
three delightful discussion i phy and Justin
myths and stereotyped
generalizations about Hindu­ He wishes all of you a
Morrill College
ism and Hindu m a n ? Where
Merry Christmas and a
Departments
Happy N e w Year.
is India going— some con­
clusions and recommendatiow •
In small and large group
Is there a difference between discussions review the unit
civil disobedience, dissent ai d on India. Deal with the
resistance ? What shall the
seven conceptions of civil
human community stand for? disobedience in eight of
Gandhi's concept of non­
violence.

I N D E P E N D E N T STU JF

A resume of Southeast
Asia.

INDEPENDENT STUDY

The Head Start personnel
should demonstrate the
extent of their daily chron­
icle. The research per­
sonnel should demonstrate
substantial material of their
rough draft.

Films:
1. C o m m u n i s m in Southeast
Asia
2. Thailand
3. Phillipine Republic
4. Somoa
5. HonvKonv
<The staff wishes you a
; Merry Christmas and a
i Happy N e w Year.

Spear, Percival:
films, and m i m e o ­
graphed handouts.

Spear, Percivil, all
chapters.
"Gandhi: on NonViolence. "
STAFF
"Civil Disobedience1

258

13

Speaker

...

Dec.

11

COURSE OUTLINE
Activity

School and Lansing
Public Library
bibliographies.
STAFF

STAFF

STAFF

The unit test on India
will be given on
January 4, 1968,
covering the films,
books, mimeographed
handouts and Dr.
Sharma's discussions.
School and Lansing
Public Library
bibliographies.

CCURS7
nr.-if*....
Jan.

8

9

10

12

Monday

Tuesday

Wednesday

Thursday

Friday

.

M-.PT? ... .

.

Orientation to China.

Ai-‘ .

r

— rLir^s
-/

Films?
China- La d and F .sl«?
Here's C'. u a
How C o m iuni-m Came
To China

SponV^r-

STAFF

Real agreement should be
arrived at concerning the tas k
General orientation and modus and responsibilities ahead.
operand! for the China unit.
Because of section changes
some attempt should be made
to get to know one another.
STAFF
Small group work to get star ed

INDEPENDENT STUDY

W h y study China?

INI E P E N D E N T S T U D Y

Reminders: The research
projects and the Head Start
chronicles will be typed
(double space) and handed in
on January 17, 1968. Turn
in your Spear book.

Large and small group dis cussions should have as the: r
objective a thorough give
and take on the prescribed
questions.

-sp!-.-,
. ... ...
Dean. V .-.-a Micheles, T ’.'.*
Nature of tit-2 Ncn-\V?rt-irn
W o rld, chapter 5 Fax.-Lank,
John King, The United Stare,
and Chi:?ae It.troduciLon and
chapter 1. "The Two Politic:!
Struggle-:,"

Dean, chapter 5
Fairbank, Introduction
chapter 1
,
"The T w o Political Struggles"

School and Lansing Public
Library bibliographies.

259

11

.

STAFF

STAFF

The magazines titled Peking
Review, China Pictorial and
STAFF
China Reconstructs are lo­
cated in the Lansing Public I ibrary.

Dean, Chapter 5
Fairbank, Introduction and
chapter 1 and 2
"The T wo Political Struggles"

School and Lansing Public
Library bibliographies.
Begin reading Fairbank
chapters 3,4,5,6,

1

Jan.
15

Monday

16

Tuesday

17

Wednesday

18

Thursday

19

Friday

COURSE OUTLINE
_ fftltopaply_______ __
— Activity-----------'TOiAmn
usima; 1. Children of China Dr. Paul Varg
"he who is concerned only
2. Communist
Topic:"China:
with the purity of his own life
Chinese Agricul­ What is Our
ruins the great human relations ."
Problem"
ture
Cate: January 1 >>
3. Maoism and
"The lover of mankind strength ens
Titoism
1968
men, for he himself wishes to
Place:
Auditor
be strengthened; he helps men
ium, Kellog Cei toward success, for he himsdi
ter. M.S.U.
Isfahan to achieve nueeeaa. "
Campus, Harrison
"No one can be regarded as a 1. Get reactions from Dr.
,
superior m a n who does not kno i Paul Varg's presentation. Rd. East Lansifig
the laws of conduct (li); no one 2. Review first 9 questions
Fairbanks, chapters.
from section A.
can know m e n who does not
3, 4, 5, 6.
understand their words." "To 3. Begin building conceptual
Staff
model from chapters 3-6
represent what you know as k
and section B questions.
knowledge and what you do not
know as ignorance: that is
knowledge."
i

INDEPENDENT STUDY

Your research papers should
be typed, properly footnoted,
and include a substantial
>ibliography. No papers will
be accepted late unless you
have approval from your
supervisor.

Total group meeting to selec
"To have the truth is the path
questions for January 22
of heaven, to seek the truth is
telelecture on Southeast
the path of m e n . "
Asia policy. Continuation
of discussions on section B.

INDEPENDENT STUDY

Those wishing to work in
Head Start, second semesshould contact Mr. Mott

Staff

Staff

Staff

School and Lansing
Public library
: bibliographies.
1

"The Failure Exper­
ienced by the United
States in its dealings
i with the "Third
World"
Fairbanks, chapters
3, 4,5, 6.
jSchool and Lansing
‘Public library
(bibliographies.

t
1COURSE OUTLINE
i

Jan.
22

23

24

Monday

The U. S. State Department
Telelecture with Dr. Mauric »
and Southeast Asian Foreign Bean, State Department
Dr. Maurice
Policy
andW.U.A.C.C. students
Bean
State Department
Representative

Sihanouk article
Axelbank article
Dean, Chapter 7
Var lecture

final examination for
lansing Public Schools.

Fairbanks, Chapters*
3-13
"What is Our Picture
of Asia?"

The students will remain in
their home schools utilising
the time to read Fairbanks
and answer questions in
Section B and C.

Tuesday

Students wishing to work in
lower and upper elementary
grades in connection with
the Head Start should consult
Mr. .Mott.

Wednesday I N D E P E N D E N T S T U D Y

Some attempt should be
made to review what has
Chinese m a n and society.
transpired in the last two
China's response to the West. weeks.

STAFF

School and lansing
Public Library
bibliographies.
STAFF

Fairbanks, Chapters
3 <13
"What is Our Picture
of Asia?"

%

25

26

Thursday

Friday

INDEPENDENT STUDY

Prepare questions far the
China Telelecture on Jan.
30, 1968. You should be in
die process of selecting your
topic for your second resear h
pspsr.

STAFF

School and Lanrfng Publi
Library bibliographies.
STAFF

I

i
Theme

_ Date

Jan.
29

Monday
Cross-Cultural Dialogue

Telelecture on the China
Question with Dr. Harold
Jacobson.
30

Tuesday

Speaker

Activity

! Bibliography

A cross-cultural dialogue
Mrs. Joan
} "What is Our Picture
between Asian students from1Meredith and ; of Asia?"
M.S.U. Center for Interna- Dr. William
tional Programs and W. U, A,Ross, Center
"Perspective on Vietnam
C. C. students from the five for International
participating schools. The Programs.
format will be same. Please M. S.U.
do not remain at the same
table for the whole session. ;
We ar your name tag.
Dr. Harold
Fairbanks, Chapters
;Jacobson
7-17
.State Departmert "What is Our Picture
W e will operate with both
Official.
of Asia?
prepared and spontaneous
Expert on the
questions.
!China question. -"Perspective on Vietnam'

262

t

31

Wednesday

INDEPENDENT STUDY

Review and closure on the
What is your recommendation China Unit should be
on the China Question?
accomplished.

Feb.

1

Reminder: Those who wish
to work in Head Start second
semester should consult
with Mr. Mott. Others shouId
begin researching for another
problem statement.
STAFF

Thursday

STAFF

School and Lansing
Public Library
bibliographies.

Fairbanks, Chapters
1-17
Sihanouk article.
Axelbank article.
Fairbank article.
Telelectures.

*----INDEPENDENT STUDY
2

Friday

"Vietnam: Lotus in A Sea
of Fire."

,

This discussion session shot Id Speaker: Th eh Nhat Unr.h
be required of all of you and Topic: A Buddl isi
for Peace.
I will be most happy and
Location: M . S
L IOC Wells Hall
appreciative to see you
Time: 4 P . M
there.

Theme

Date
Feb.

INDEPENDENT STUDY
5

Monday

S um mary of China Unit
Japan Unit Materials.

Tuesday

Wednesday

Reminders: Turn in China
books on February 14, 1968
to your independent study
supervisor.

8

9

Thursday

Friday

INDEPENDENT STUDY

Utilizing position of Toyn­
Which call for freedom shall
bee, compare it with Fairprevail? What is your
bahk's, State Departments
recommendation for rapproac) i- and other Asian countries
ment?
viewpoints concerning
foreign policy and crosscultural dialogue.

INTEPENDENT STUDY

Reminder: Turn in exams
research papers, m a p studie
ind any over due books from '
the past units to your inde­
pendent study supervisors.

Speaker

STAFF

Bibliography
"Thoughts on the Foreign
Policy of the United
States" by Arnold J.
Toynbee
Japan unit handouts.

Fairbanks, Chapters
1-13.
STAFF

School and Lansing
Public Library
bibliographies.
STAFF

Fairbanks, Chapters
1-17
Sihanouk article
Toynbee article
Fairbank article
Axelbank article
STAFF

STAFF

School and Lansing
Public library biblio­
graphies.

263

7

Pass material for Japan
unit, which will begin on
February 15, 1968.
Reminder: Test on China
Unit February 13, 1968.

Finish conceptual models
of Confucianism and Maoism
Finish question in Sections
B and C.

What is the relationship b e ­
tween individualism and
orgallicism?
6

COURSE OUTLINE
Activity

Theme
Feb.
Monday

12
i

13

IS

16

Wednesday

Thursday

Friday

Unit evaluation

INDEPENDENT STUDY

Reading time for Japan Unit.

INDEPENDENT STUDY

Reminder: Sunday, February
18, 1968, 2:30 P.M. Channel
10, J.K. Fairbank and
Harold Hinton on "The Chin­
ese Puzzle."
Turn in Fairbanks book to
your supervisor.
Since Dr. Shigeo Im am u ra
will be with us Monday, you
will spend this time reading
chapters 6-9. Er, Imamura
will lecture for one half-hour
and then hold a discussion fo: '
an hour on "The Japanese
Character."
Reminder; Think ahead of
time if you are planning to
miss Head Start work and
please call. Try to let them
know a day or a week ahead
of time.

STAFF

STAFF

STAFF

JB&Jtagcaphy____________

Dean, Chapter 5
Fairbanks, Chapters 117
Axelbank article
Fairbanks article
.Toynbee article
' Sihanouk article

School and Lansing
Public Library biblio­
graphies. Reischauer,
Edwin 0. The United
States and Japan
chapters 6-9

Reischauer, Chapters
6-9
Dean, Vera Micheles,
The Nature of the NonWestern World, Chapter
6
Read chapters 6-9in
in Relschauers for
Monday,

264

14

Tuesday

Introduction to Japan Unit.
Introduction to World Affairs
Coordinating Unit.

IC O U R S E O U T L I N E
1
Activity
Sneaker
Films: Seaooast Villages of
Japan
Japan
Japanese Mountain
STAFF
Family
Presentation of "Teenagers
Abroad Program" for the
mim m ep n f IQKft,
Hie essay portion of the
test will b e accomplished in
the first half hour and col lected. The objective portioi i
will be accomplished in the
STAFF
next hour period.

Theme

n 9fp
Feb.

19

20

Tuesday

Introduction to the Japanese
Unit.

H ow significant are the dif­
ferences between the Amer i­
can and Japanese Characters '

Wednesday
INDEPENDENT STUDY

V hat is the nature of the
Japan problem ?
22

Thursday

Speaker
Dr. Shigeo
Imamura,
Dr. Shi geo Imamura will
Director of
speak to us concerning
the English
The Japanese Character." Language centei
M.S.U.

Utilizing Dr. Imamura1s
remarks, review the high­
lights of Reischauer’s
chapters on "The
Japanese Character"

Reminder: Turn in your
China book.
Always call ahead of time
if you are going to miss
Head Start.

Bibliography
Reischauer, Edwin 0.
The United States
and Japan.
Chapters 6-9

Imamura lecture,
Reischauer, Chapter
6-9
STAFF

School and Lansing
Public Library
bibliographies.
STAFF

Utilizing small and large grou >
discussions finish chapters
6-9, and then begin a review
STAFF
of chapters 1-5.

Reischauer, Edwin 0,
The United States
and Japan.
chapters 1-5.

23

Friday

INDEPENDENT STUDY

School and Lansing Publi<
Reminder: A guideline for
Library bibliographies.
your second semester
STAFF
research projects is forth­
coming, so use your indepenc ent study time v isely.

265

21

Monday

Activity
Film: Farmers of Japan

COURSE OUTLINE
-ate___
Feb.

Theme
i

26

Monday

Different Perspectives of
Japanese Life.

What was the basis, intent,
and outcome of the post-war
occupation?
27

29

Wednesday I N D E P E N D E N T S T U D Y

Thursday

Return your exams to your
independent study super­
visor. Utilize your inde­
pendent study time wissly.
17 you haven't already, turn
in your China book.

Reread and review both
semesters guidelines on
independent study.
Friday

%

STAFF
and

INDEPENDENT STUDY

Reischauer, Chapters
10-12.

Mr. Gardner
Snow, Media
Specialist, M.S. J .

School and Lansing
Public Library
bibliographies.

STAFF

W h y and how did Japanese
Review chapters 10-12 and
pre-war and post-war ethical and begin an analysis of post
concepts differ?
war Japan utilizing chapters
13-14. Peace Corp Volun­
STAFF
teer to show his slides and
talk about his experiences in
Thailand.

Mar*

1

Utilizing the films and Dr,
Imamura's remarks review
the first nine chapters.
Then begin discussion of
chapters 10-12.

STAFF

A reminder; Anyone
interested in the "Teen­
agers Abroad Program"
should submit their
application and reservatioi i
fee immediately to this
office.

STAFF

Reischauer, chapters
10-14
Dean, Vera Micheles,
The Nature of the NonWestern World,
chapter 6,
Some participants in Head
Start have asked for more
reading time, therefore,
Monday, March 4, will be
designated as a reading
d s f to finish Reischauer's
book.

266

28

Tuesday

A c t iv it y

Films: Seacoast Villages
of Japan.
Japan.
Japanese Mountain
family.

COURSE OUTLINE
Theme

Tate
Mar.

4

5

Tuesday

Reading Time.

It seems to be necessary to
accomplish Feb. 29, 1968
discussion today.

Wednesday I N D E P E N D E N T S T U D Y

Review of Japan Unit.
7

Thursday

Utilize Dean's book in re­
viewing Reischauer's chap10-14.

Each student will submit,
to their independent study
supervisors, a one page
statement of the problem
they are working on.

Some real agreement should
be arrived at concerning the
conceptual model of Japan, as
well as the substantial con­
tent of Japanese culture.

STAFF

Reischauer, Edwin 0.,
The United States A
Japan. Chppters 1-14.
Dean, Vera, Micheles,
The Nature of the NonWestern World. Chanter
r ... Reischauer, Chapters
10-14.
Dean, Chapter 6

STAFF

School and Lansing
Public Li brary
bibliographies.
STAFF

Reischauer, Chapters
1-14
Professor Shigeo
Imamura's lecture.
STAFF
Dean, Chapter 6

8

Friday

INDEPENDENT STUDY

Make sure that y o u always
sign out before leaving the
school grounds.

STAFF

I School and Lansing
Public Library
;Bibliographies.

267

6

Monday

Since m a n y ofyou have asked
1sr this reading time, it is
necessary (hat you use the
time wisely and finish Reischauer's book. I a m still
contemplating the dilemma
of desire and desirability
vis-a-vis this reading time.

COURSE OUTLINE
Theme
Mar.

11

12

Monday

Tuesday

Wednesday

14

15

Thursday

Friday

Final review and assessment
of Japan Unit.

INDEPENDENT STUDY

Unit test on Japan.

INDEPENDENT

STUDY

Utilize this class time to
review or finish class
presentations on the Japan
Unit.

Africa Night is April 6, Ad­
mission is two dollars. The
project will pay one dollar
towards your admission.
A n additional announcement
on the activities and food for
that night will be forthcomin,
Check with your independent
study supervisor.

Larry Jorgensen
and
Martha Ashton
and
Cast

O n April 24. 1968 a m a n
from the U.S. State
Department will meet with
us concerning Southeast
Asia.

Dean. Chapter 6
Reischauer. Chapter 1-14
STAFF

School and Lansing Public
Library bibliographies.

268

13

Introduction into Asian
Theater

A cast of twelve will
present an Asian theater
play.

STAFF

The exam on Japan will be
composed of essay, short
answer and abjective questioi 18
The heart of the exam will
STAFF
be the essay and short anwer portion.

Turn in your Japan books.
Pick up your reading for th s S T A F F
Africdn unit from your
independent study supervisoi

Dean. Chapter 6
Reischauer. Chapters
1-14

School and Lansing Public
Library bibliographies.

|
Theme

TatP
Mar.
IP

Monday

Orientation to the Latin
American Unit.

C O U R S E OUTLINE
AoMvitjr
Films: "Brazil: Rue
Awakeninj"
"South America"
" Communism in
Latin America"
At Gabriels High School

1
| SnealrPT*

STAFF

.

19

Visual picture of Latin
America.

Tuesday
'

20

21

Wednesday

"null'sday

INDEPENDENT STUDY

Visual Picture of Latin
America.

Discuss course outlines for
the next three weeks.
Discuss class changes be­
cause of early departure
of Gabriels and O 1Rafferty
from course.

STAFF

On M a y 22, 1968 semes­
ter bead start chroni­
cles and research papers
are due only from senior
itudeits at O'Rafferty
ind Gabriels, O n May
24, 1968, Eastern
Sexton, Okemos and
juniors from Gabriels
ana uiciunsrty will turn*
in there chronicles,
and papers.
Alexander, Robert J.,
Today's Latin America.
1-13

Reminders: Please turn
in the following books to
your independent study supei
visor: 1. Eohannan, Paul,
Africa and Africans
2. Dean, Vera Micheles,
STAFF
Nature of the Non-Western
world.

Please return all books
to tile Lansing Public
Library, that jrou
lave used In previous
mits. Many are long
iverdue.

Films: "Latin America"
"Cuba"
"Central America:
Changing Social Patterns."
At O'Rafferty High School

!Senior students from
Gabriels and O'Rafferty
should notify their
Head Start teachers
pefore Stay 24, 1968.

STAFF

1

Friday
22

INDEPENDENT STUDY

Read the Alexander book
in preparation for the four o r possibly
five guest speakers for
STAFF
this unit.
i

-

School and Lansing
Public Library
Bibliographies.

.C O U R S E O U T L I N E
DatP
nar.
25

26

Monday

Tuesday

Wednesday

"Archeological Development
of Mexico

INDEPENDENT STUDY

Dr. Joseph Spielberg will
discuss toe early phases
of archeological develop­
ment in Mexico.

Reminder: Gabriels and
O'Rafferty will take toe unit
exam on M a y 22. 1968.
therefore thoie in Head
Start should call in to their
respective schools.

Bibliography
Alliance For Progress:
Mr. Richard
AnJ^jneriean Partner­
Miller, Director ship, Agency for
International
International Develop­
Extension
ment,
Programs
U. S. Foreign Aid &nd
The Alliance'ErTFroir!
XfiSS, Agency for
International Develop­
ment.
Dr. Joseph
Alexander, Robert J.,
Spielber, M. S. U .Today's Latin America '
Anthropology
Chapters 1-13,
Department
Handwriting O n The
Wall; Latin America
Issue*. Dr. Garland
Wood.
-

STAFF

School and Lansing
Public Library
Bibliographies.
•

28

Thursday

29

Friday

Dr. Garland W o o d will
brief us on food and popula­
tion problems in Latin
"Food and Population
Problems in Latin America". America and then zero in on
our country as a case study.

INDEPENDENT STUDY

Reminder: Eastern,
Sexton and Okemos will
take toe unit exam on M a y
23, 1968.

Dr. Garland
Wood, Director,
Latin American
Studies Institute
M.S.U.

Alexander, Robert J.,
Today's .Latin-Amerlca
Chapters 1-13.
Handwriting O n The Wall
Latin American Issues,
by Dr. Garland Wood.

School and Lansing
Public Library
Bibliographies.
STAFF

270

27

"Foreign Aid to Latin
America."

Mr. Richard Miller,
;Director, International Exitension Programs, M. 3. U.
will brief us on foreign aid
to Latin America.

1
Theme

Date
i

May
T

Monday

Visual Picture of Latin
America,

COURSE OUTLINE
Activity

J
,

Films: "Paraguay"
"Peru*
1
"Venezula"
"Life in the Grass - .
lands"

Speaker

STAFF

;

2

3

5

Wednesday

Thursday

Friday

A Historian looks at Mexico.

Dr> Charles
Cumberland
History Dept*.
M.S.U., Latin
American
|Specialist,

INDEPENDENT STUDY

_ .
i
Senior students at Gabriels
and O'Rafferty will take the
objective, essay and short
a nswer exam on the Latin
American Unit, The exam
will cover guest lecturers,
Alexander's book and the
the films.

Latin American Unit exam.

Eastern, Sexton, Okemos,
students plus the juniors
from Gabriels will take the
Latin American Unit exam.

INDEPENDENT STUDY

Semester research papers,
and head start chronicles
are due from Eastern,
Sexton, Okemos students,
and juniors from Gabriels.

STAFF

STAFF

STAFF

Reminder:
1. Return books to the
Lansing Public Library
2. Hand in African book.
3. Hand in Vera Micheles
Dean. Nature of NonWestern World.
4. Turn in all previously
used books except
Alexander.
Alexander, Robert J.
Today's Latin America
Chapter 1-13.
Seniors at Gabriels and
O'Rafferty will turn in
their semester research
reports and head start
chronicles. Plus turn in
your Alexander books.

Alexander^ Robert J.,
Today's Latin America
Chapters 1-13. Guest
lecturers and films.

School and Lansing Public
Library bibliographies.
Turn in your Alexander
books.

271

4

Tuesday

Dr. Charles Cumberland,
Latin American specialist
will deliver a lecture on
Mexico.

Bibliography

APPENDIX G
SELECTIONS PROM THE DAILY DIARIES OF
PARTICIPATING STAFF MEMBERS

272

APPENDIX G
SELECTIONS FROM THE DAILY DIARIES OF
PARTICIPATING STAFF MEMBERS

The following represents staff evaluation of the first
eight weeks of W.U.A.C.C. for the 1969-70 academic yean
Mr. Peter Kressler: Holt High School
The discussion group, over which I presided, began with
communication gaues that carried on for about three weeks or
six meetings. The group was rather ambivalent about these
games and in a vague way became a group. However, many
within the gpup are qiite aagioup and .Kostile^abput becoming
a part of thegpnjp, so much so that they "infected" the
others with the same notion. Realising the rather "sensitive"
situation I focused their attention to the proposed comltlve
area of study. The class determined the books that they were
to read and decided to organize the class into ad lib groups
varying according to the particular book. For two meetings
this atmosphere prevailad quite successfully. The last two
meetings fell flat probably hacaurc thet since no real group
existed before it made the *bsve attempt at groups impossible.
Thus the reason for the a*:1, lib groups, that of discussing
books, was lacking In nrtivetion as apparently the games
were. Now the studeifti cie frustrated and I am hoping that this
frustration will serve as a motivator for some sort (by their
definition) constructive action. In any event, I intend to
be stubborn in my non-directive role, unless,, of course, chaos
is reached. Last meeting I handed out and received back a
student evaluation of the class, and at the next meeting I
intend to use the results to bring ou the frustrations and
hopefully make some progress!
Mrs. Dorothy Rail: East Lansing High School
1. a. So far the goals of the course are hot clear to the
—
students.
b. Some students are pleased with the idea that they will
be more involved in course planning than heretofore;
others are left frustrated and confused by this
arrangemtent,
2. In interviews with my home school students (East Lansing)
a. Enthusiasm for the course runs high
b. Where'Independent servicetptojects <have been set-up
in a well-organized way, morale is much higher than
where the opposite is true.
c. The administration here has been understanding and
supportive.
d. Parents interviewed have been generally supportive—
with one exception of a father who fears his daughter
is not using the independent time wisely.

273

274
(Mrs. 0» Rail)
3. So far as my discussion group is concerned, X felt at the
end of the third end fourth week that group building was
very successful and that we were off on a clearly charted
road to a happy mixture of method and content.
At this point in time, as the chart will suggest, I feel
the conflict between "getting to know you" and "getting
to know the subject" has perhaps reached an Impasse.
As teacher, X have attempted to urge the students to do the
readings and assign themselves specific writing projects.
I have brought the reading-discusslon questions for the
books so they would be available. Some students are
saying 'frfake us do this work." Others are saying f.*8our
suggestions of busy world are interfering with the really
Important thing this course is about."
Mr. George Slebert: Eastern High School
September 30:
Most of our discussion sections were spent in trying to let
the students plan the program and the direction that it should
take. We did play some games to help them to get to know each
other and X feel that this was effective.
After four weeks of this type of discussion I feel that
some, if not many of the students are starting to ask for
direction. X don't feel that they mean that they want to be
"told" everything, but X feel that they want to know more of
'tohere we are going, and how we Intend to get there." X think
they are realizing how difficult it is to plan a program and
try to keep everyone happy. Also, X don't feel they are,
at this time, able to see an instructor in the role of advisor
and leader rather than a teacher.
I am starting to make plans for my own discussion groups
in the future. Also, we are now starting toward getting the
speakers in and X think things may smooth out.
October 1?»
We met in general group discussion.
I asked the students if they felt they could measure the
change or accomplishments that had taken place for them so far.
Most felt that they had experienced some change but felt they
could not measure it.--Then I asked them if this is the case,
how will they be able to justify the self-evaluation for a
grade, if they claim their experiences can not be measured?-I feel that some very interesting discussion followed this
"springing of the trap."
October 3:
We played "prisoners' Dilemma" game.
X do not feel the game was as effective as it could have
t

275
(Mr. G. Siebert)
been. It had bean played before in another aectlon and some of
the students knee that by playing one way your could make it
come out better.
I do feel that the feeling of competition,even though It
was not asked for, was made apparent by the game. It raised
some Interesting questions about the cultural "hang-up" we
have for competition rather than for cooperation;
October 7:
We played the "Star Power" game. This game Is designed
to develop a three level society. The squares, triangles, and
circles, are given power points In the form of chips. It Is
"loaded" so the squares will be the most powerful group
after several rounds of trading. After It is obvious that the
squares are the dominant group, the squares are allowed to make
the "rules of the game" from here on out.
The squares make some harsh rules. The other two groups are
aware that they are being repressed. The two surpressed group*
reacted In various ways. Some withdrew, others tried to rebel.
I gave them some thought questions to think about until
we meet again on Friday:
1. Are there any parrallels-the system set up by the
game-and the systems or sub-systems by which we live?
2. Does the game say anything about the nature of man?
3. Is It the nature of man to seek inequality? To attempt
~ to be better than his fellow man, to seek for more
privileges and wealth? If yes, is them anything wrong
with such strivings? Can they be legitimized? Is
there a moral alternative to man's search for In­
equality?
4. Would It have made much difference if the people who
were the circles had been the squares?
5. Were the squares acting with legitimate authority?
6. Are there any parallels between the game and race
*
problems, the campus problems, the problems faced by
our founding fathers?
7. If an entire group acts In unison, such as the circles
and triangles frequently In going against the squares,
do their actions have more legitimacy than when a
person acts alone?
8. Is the square a masculine or feminine symbol?
9. Would it be possible to develop a game which empha­
sizes cooperative behavior and is fun to play?
October 9:
We talked about the questions concerning the game.
The students seemed to respond very well as to the parallels
of the game to the society In which we live.
I thought the discussion went very well and the students
seemed to indicate that the game was worthwhile.

276
(Mr. G. Siebert)
October 14:
Follow up to Dr* Smith's first lecture on culture and change.
The students seemed to be Interested in the lecture and some
of the questions they were discussing in their small groups
sounded like they really wanted to get involved in this type
of concept.
I used a film strip "The History of Dissent." The film
showed the history of social dissent in our country from the
revolution to the present.
Zt did not take sides but reported
the history of movements. The students liked the film and
raised many interesting thought questions on the entire subject*.
The response was good enough that it encouraged me to seek
out, perhaps, some more strips on various topics•
October 16:
A good discussion today. There was alot to talk about;
the morotorlum and Dr. Smith's lecture.
I feel that a few of the students .who have not done
much talking before are starting to participate now.
I think that the ones not talking are -.now starting to feel
that they are a part of the group.
I also think that the
rest of the group has helped to give them this encourage ;ent.
October 21:
Tried to discuss the Implications of Dr. Smith's lectures.
Found the students more intersted In talking about current
topics such as the Black Community. I was concerned that they
found it hard to see the relationships between what was brought
out in the lectures and current events.
We did discuss in the large group situation. It was slow
getting started. One problem that may be developing is that
some of these kids want to put everything on a personal basis*
They would rather attack the opinions of other students than
attack the concept or idea. I am sure I will have to work with
this situation. I don't think these kids are friends outside
the course. They Just seemed to have "squared" off with others
and won't let go. I tried to manipulate this by having them
"reverse" positions on the topics to see if they could appre­
ciate the others*viewpoint.
I don't feel this was a success.
Will have to stay with this.
October 23:
I used a film today on "unwanted people". Most of the
reaction was favorable to the use of the film.
I have a few students who seem to be bothered by anything
that is done that isn't specifically accepted by them.
I even
made it optional whether you stayed and watched the film or
went to the next room* to-study or discuss with a small group.
The dissenting students decided to stay and bitch about the
whole thing. I asked them in private what they would have
rather done and the response was negative. It seems they feel

277
(Mr. G. Siebert)
that the freedom talked about In this ooorse-'iasans freedom to
do what they please and what suits them.at the time they decide
to do it.
1 am concerned about this type of attitude.
I have not
decided what might be a good approach to try and change it.
October 26:
A very poor discussion section today.
Most of the student8 Just didn't want to participate.
They felt they had very little to talk about.
I reminded them 'j
of the "hand out" suggested questions Ihad given them on the
various books. This caused a few to go
to work.
I have been getting more suggestions from the students "v
asking for more direction.
X feel thay are getting tired of
this unit and feel it has run its course.
I feel too, that we have spent far too much time on social
psychology and we should move into area studies.
November 3:
Today the discussion group got down to do a little work,
mainly because X assigned a test. Suddently, most of the stud­
ents felt they needed to do some work.
(note)-— I am concerned about the attitude toward evaluation that
many of my students seem to hold.
I am aware that 'V#e" allowed them to evaluate themselves
tbs first marking period, (which I believe now to have been a
mistake). Many seem to have gotten the idea that W.U.A.C.C.
is just a "free ride',' and it is taking advantage of them if
an instructor feels they have a responsibility to learn a
"body of knowledge" that I feel is important to the area of
study.
I, once again, want to go on record as saying that "X" am
against "blanket" grades.
I believe we have a goal to reach
in exposing these students to a subject matter.
X feel that
1 am justified in demanding an evaluation to see how close to
these goals I have come. Also, I still hold the old fashioned
idea that a student should receive what he has put forth
in the effort to achieve.
Mr. Harris Webster:
Everett High School
Concerning parents reactions to W.U.A.C.C.:
On Tuesday, November 4, 1969, about 20 to 30 parents
attended a PTA meeting and spent about a half hour with me
asking questions and presenting their reactions to the
W.U.A.C.C. type of class. I found the opinion overwhelmingly
favorable. Some of the comments were as follows:
— X feel very pleased that my son is having some time to think
things over.—
"-I'm glad my daughter can meet people from other schools;.--

278
(Mr. H. Webster)
— I find the paperback readings Interesting end enjoy reading
and discussing then with my son or daughter.—
— I wish we had had courses like this when 1 was going to
school.—
The only questions about the course, concerned a mild
concern that colleges might not give credit for such a program,
that the grading scheme was vague, and the more orthodox content
they might be missing because of not taking government etc.,
might prove a problem.
I repeat, however, that these concerns
were very mildly expressed and that the concensus was one of
general pleasure.
Concerning a report from a W.U.A.C.C. student from the 1968-'69
academic year:
The W.U.A.C.C. course meant a great deal to me, says a
girl who Is noW attending Western Michigan University.
She
related to ns|.a story that I didn't hear last year: The
Eastern High School wrestling team and the Everett High School
cheerleaders for wrestling went out together after a wrestling
match because of friendships which had developed during the
bussing of Everett and Eastern students to W.U.A.C.C.•
Although the Everett wrestlers and Eastern cheerleaders might
have been a bit dismayed, I thought that the idea was a most
appropriate one to Illustrate that W.U.A.C.C.'a goals were
sometimes met in ordinary high school settings.
Mr. Ronald Mott
(Director's Comments)-The comments to follow are related to my role In playing
"Star Power" In some of the discussion sections.
Today, I helped coordinate the "Star Power" game In one
section. The purpose for this feedback Is that the behavior
dynamics Illustrated so well many issues and dilemmas of today.
During the briefing of the simulation game one of the
j
students was reading an M.S.U. newspaper.
I took this as a
non-verbal rejection cue for the days exercise,and proceeded,
in a very direct verbal manner, to punish him.
(Later I
realized I had made a mistake and cleared the matter with the
student.) This confrontation produced consternation in the
group and an unwillingness to play the game.
When we started to play the game, three of the students In
this group decided to "screw" (as they used the word) the system
up. Later they said they meant Ignore it. One student gave
all of her chips away while the other two proceeded to get
more or less than five chips, hence disqualifying themselves.
After the first bargaining round we had four groups;
circles, squares, triangles, and omegas (tfee omegas being
the "ignoring" group.

279
(Mr. R. Mott)
In the bonus chip round a member from the circles was
voted out of his group. He became a “group!'of one.
In the second bargaining round two other girls eliminated
themselves by having less or more than five chips at the end
of the second bargaining round. Whether this was a deliberate
attempt on their part Is open to question.
Now the omega group Includes three girls and two boys.
When the squares had the right to make the rules for the
third bargaining round, the other groups sent a representative
to negotiate what strategy they would take In relation to what
the squares might decide.
The omegas wanted everyone in the circles and triangles to
get more or less than five chips to eliminate themselves
from the system and join their group .(The Isolated member
"group of one" later remarked that this was a square tactic.)'
The ^.triangles decided to Join the omegas befor the third
round started. The circles stayed In their group.
The squares announced a secret rule after the third bar­
gaining round that the chip value distribution was reversed.
The game was ended and a talk-down proceeded, which will
continue on Thursday.
An added note to this experience was a conversation of an
hour and a half that I had with a student of this section
following the game. The student felt that:
1. He recognised where I could get the notion of rejection
from the student reading the newspaper, but he didn't
feel that this was the Intent of the student.
2. He was surprised that 1 cared enough to question the
student on reading the newspaper.
3. He felt he should have the right to choose what ex­
periences he should have, I.e., what teacher and
*• ■*
students he should relate to. If something didn't
interest him, he should have the right to tune out
psychologically and sodalogically.
When I questioned him concerning his legal and moral
obligation to anything and what value orientation he would
recommend, he was silent for some moments,and repeated the
*
above statement. When I asked him what his source of truth
was when making value choices, he recognized the dilemma
presented between him and his discussion section. When I
asked him would he be able to:
1. Verbalize to others how he felt the group should
go and what value orientations they should live by.
2. How he would go about expressing the above to the
group?
3. Would he be willing to listen to their views?
4. Would he accept a rejection by the group of his
alternative life style? If not, what would he do?

280
(Mr. R. Mott)
...he thrr,.vht for awhile and said that he recognized his dilenma an5 would have to think about it.
I tniuk he recognized that oppression can come out of
“ind •v.Uiiic*lism" as well as organicism. He later said that he
mighr be a content "square" rather than a process "triangle".

The above dialogue between this student and myself illus­
trates s t h ef the cot'sIXlet arid frustration that teachers and
student?
go* ng through in defining new roles. ’Although
t h i i : ' u can be a frustrating life style, it is a healthy

sign.
I would be Interested to hear the other instructors com­
ments concerning similar situations.

APPENDIX H
OBJECTIVES FOR TEACHING INTERNATIONAL
UNDERSTANDING AS RECOMMENDED BY THE
FOREIGN POLICY ASSOCIATION
REPORT, 1969

281

APPENDIX H

OBJECTIVES FOR TEACHING INTERNATIONAL UNDERSTANDING
AS RECOMMENDED BY THE FOREIGN POLICY
ASSOCIATION REPORT, 1969
1•

The K-12 curriculum should develop students * knowledge
or cognitive understanding of the world system. This
implies:

A.

The curriculum should develop students' understanding
of the earth as a planet. This implies:
1. Developing some comprehension of the places of the
world system in cosmic space and time. This implies:
a. Some understanding of the location of the earth in
the cosmic system.
b. Some understanding of the cosmological and geo­
logical histories of the planet.
c. Some understanding of the differences and simi­
larities between the earth and other planets
(actual and imagined).
2. Developing some understanding of the earth as a set
of physical systems that both condition and are con­
ditioned by living systems and particularly man.
This implies:
a. Some understanding of the planet's contemporary •
geography and geology.
b. Some understanding of the interactions between
the planet's physical characteristics and the
evolution of life, and particularly man's biocultural development.
The curriculum should develop students' understanding
of mankind as a species of life. This implies:
1. Developing a comparative understanding of man as one
of many living systems. This implies:
a. Some understanding of similarities and differ­
ences between living and non-living systems.
b. Some understanding of similarities and differ­
ences between man and other living systems.
2. Developing an understanding of basic human common­
alities. This implies:
a. Some understanding of man's common biological
needs.
b. Some understanding of the functional needs of
human societies and their component social and
cultural systems.
c. Some understanding of similarities, analogies, or
parallels in the historical experience of differ­
ent groups.

B.

282

283
3. Developing an understanding of the sources of dif­
ferences in'human actions and life styles. This
implies some understanding of human behaviors as
being socially learned and culturally conditioned.
4. Developing some understandings of basic human beha­
vior and social activities that are grounded in the
behavioral sciences. This implies:
a. Some behavioral science-based understanding of
particular human behaviors.
b. Some understanding of human beings as biological
systems, as personality systems, as actors in
social systems, as "products" of cultural systems,
and as participants in systems of natural ecology.
5. Developing some understanding of major structural
characteristics of the human species. This implies
the development of some understanding of the phenomena
summarized by the following kinds of generalizations:
a. The human species is a racially diverse species.
b. The human species is a culturally diverse species.
c. The human species is a linguistically diverse
species.
d. The human species is an institutionally diverse
species.
e. The human species is generally an economically
depressed species, but with vast disparities in
the wealth, education, health, etc., enjoyed by
its members.
f. The human species is a politically uncentralized
(or stateless) species.
g. The human species is demographically a rapidly
expanding species.
h. The human species is an increasingly urbanized
species.
i. The human species is an increasingly violent
species.
j . The human species is an increasingly industrial­
ized species.
k. The human species is an increasingly interdependent
species.
6 . Developing some "species-centered" or "globally
focused" understanding of major events, trends, trans­
formations, etc. in man's biological evolution and
socio-cultural development.
7. Developing some understanding of the process and
dynamics of socio-cultural change within particular
societies and within the human species in general.
C. The curriculum should develop students' understanding of
the international or global social system as one level
of human social organization. This implies:

284
. Developing some understanding of the major entities
that comprise the contemporary international system.
This implies:
a. Some comparative understanding of the modern
world's some 130 nation-states.
b. Some functionally oriented understanding of cross­
national organizations both governmental and non­
governmental •
c. Some understanding of the international status
of the planet's polar regions, its oceans, and
outer space.
2. Developing some historical understanding of the
nation-state system as one of many historical and
imaginable forms of politically organizing the human
species.
3. Developing some understanding of major social pro­
cesses within the international system. This implies:
a. Some understanding of inter-nation conflict and
conflict resolution.
b. Someunderstanding of inter-nation war.
c. Someunderstanding of inter-nation collaboration
and integration.
d. Some understanding of inter-nation communications
and transportation.
e. Some understanding of inter-nation trade, invest­
ment, and foreign aid.
f. Someunderstanding of cultural diffusion.
g. Someunderstanding of the processes of inter-nation
influence or power.
4. Developing some understanding of major international
social problems. This implies:
a. Some understanding of the problems of controlling
or managing inter-group, particularly inter-nation,
violence and of creating institutions for the
peaceful resolution of conflict,
b. Some understanding of the problem of controlling
population growth.
c. Some understanding of the problems of "moderniz­
ing" developing societies.
d. Some understanding of the problems of controlling
the social and psychological costs of rapid socio­
cultural change, particularly technological change,
urbanization, and the bureaucratization of social
organizations.
e. Some understanding of the problems of exploiting
the resources of the world's oceans and outer
space for the welfare of mankind in general.
1

285
IX. The K—12 curriculum should develop the capacity of
students to view the world system as a whole# and
particular phenomena within I t , conceptually, compara­
tively , and globally^ This implies:
A.

B.

C.

The curriculum should develop within students a per­
ceptual or cognitive capacity to see or to think of
empirically concrete or historically specific phenomena
(events, institutions, actions, etc.) as.particular
instances or cases within a larger class of analytic­
ally comparable phenomena.
The curriculum should develop within students an ability
to compare two or more phenomena in a conceptually sophis­
ticated way. This implies:
1. An ability to conceive of two or more objects being
compared in terms of both similarities and differ*ences.
2. An ability to recognize that one's relative per**
ception of similarities and differences is influenced
by the size and nature of the sample of objects being
compared.
3. An ability to think of differences as matters of
degree rather than simply of kind.
The curriculum should develop within students a capacity
to think of or imagine the world as a totality and to
perceive particular phenomena holistically or within a
global frame of reference. This implies:
1. Developing a comprehension of the interrelatedness
of the human species qua species..
2. Developing a comprehension of the interrelatedness
of man as a system of life, and the planet earth as
a set of interrelated physical systems.
3. Developing a comprehension of the world system as
one sub-system within the larger cosmic system.

III. The K-12 curriculum should develop the capacity of
students to make logically valid and empirically grounded
analytical judgmenta l This implies:
A.

The curriculum should develop within students a "realis­
tic" attitude toward knowledge. This implies:
1. Developing within students an understanding of
knowledge as a set of man-created hypotheses or
images.
2. Developing within students the capacity to concep­
tualize phenomena in alternative ways.
3. Developing within students awareness of the influence
of cultural setting and social situation on human
knowledge, and particularly an awareness of their own
perception and interpretation of the world.

286
B.

The curriculum should develop within students an
understanding of, and some skill in, the process of
social scientific inquiry. This implies:
1. Developing within students some understanding of
the process of inquiry. This implies developing
students' understanding o f :
a. The nature of analytical problems or questions
in the social sciences.
b. The nature of and types of propositions and
hypotheses found in the social sciences.
c. The nature of concepts and variables.
d. The logic of measurement and the methodologies
of data, or information acquisition, in the
social sciences.
e. The logic and methodology of sampling.
f. The logic of evidence in social inquiry.
g. The nature and uses of theory in social inquiry.
2. Developing students' inquiry skills.
Included are:
a. An ability to distinguish statements expressing
descriptive beliefs, explanatory beliefs, predictive beliefs, and normative beliefs.
b. An ability to identify and formulate in question
form analytical problems inherent in a set of
data or in an argument about a given phenomenon,
and to critically appraise these formulations.
c. An ability to identify alternative beliefs about
a given phenomenon and to state these beliefs in
the form of explicit propositions or hypotheses.
d. An ability to recognize and to. explicate the
logical implications of hypotheses.
e. An ability to identify the concepts that must
be defined and the variables that must be
"measured" in order to empirically test propo­
sitions or hypotheses.
f. An ability to conceptually define these concepts,
and to think of or "invent" ways in which vari­
ables might be measured.
g. An ability to critically examine conceptual defi­
nitions and operational measures.
h. An ability to identify the kind and form of infor­
mation or data that a test of propositions calls
for; that is, the kind and form of data implied
by proposed operational measures of variables.
i. An ability to identify and to evaluate possible
sources of data.
j. An ability to collect, organize and to evaluate
data in terms of their apparent validity and
reliability.
k. An ability to evaluate hypotheses or propositions
in light of data, and then to accordingly reject
them, accept them, or modify them.

287
1. An ability to relate two or more propositions
together'to form a *theory.”
m. An ability to recognize or identify the logical
implications of a theory,
n. An ability to judge or evaluate the merits of
alternative theories.
IV. The K-12 curriculum should develop the capacity of
students to make rational, analytical, explicit# and
humane normative judgments or evaluations.
A.

B.

C.

D.

The development of a capacity to make rational evalua­
tions implies: The curriculum should seek to develop
individuals who are relatively free psychologically to
hold attitudes independent of personality needs and
group norms.
The development of a capacity to make analytical eval­
uations implies: The curriculum should develop the
capacity of students to analyze normative disagree­
ments in terms of semantic, perceptual, and valuational
sources of conflict.
The development of a capacity to make explicit evalua­
tions implies:
1. The curriculum should develop the capacity of students
to explicitly articulate values in terms of which they
believe given phenomena should be judged.
2. The curriculum should develop the ability of students
to explicitly consider operational or behavioral
meanings of values in terms of judgments to be made.
3. The curriculum should develop the capacity of stu­
dents to explicitly consider the information that
is needed to reach sound judgments about whether a
given object does or does not possess the desired
value qualities.
The development of a capacity to make humane evaluation
implies:
1. The curriculum should develop within students modes
of thinking that are relatively free from the influ­
ence of egocentric perceptions.
2. The curriculum should develop within students modes
of thinking that are relatively free from the influ­
ence of ethnocentric perceptions.
3. The curriculum should develop within students modes
of thinking that are relatively free from the influ­
ence of stereotypic perceptions.
4. The curriculum should develop within students modes
of thinking characterized by moral or ethical
complexity.
5. The curriculum should develop within students modes
of thinking characterized by a capacity for empathic
understanding,

288
6

V.

. The curriculum should develop within students modes
of thinking'characterized by a "world'•minded'* value
orientation.

The K-12 curriculum should develop the capacity off
students to understand and to critically analyze~ahd
judge foreign policy d e c i s i o n s . This implies:

A.

The curriculum should develop students' knowledge
about and conceptual understanding of, how foreign
policy decisions are made, particularly within the
American system.
B. The curriculum should develop students' ability to
analyze foreign policy decisions in terms of the major
factors operating within the decisional process and to
make judgments about particular decisions (actual or
proposed) in light of these factors. This implies an
ability to analyze and judge decisions in terms of the
following kinds of questions:
1. Will this decision really help attain my country's
goals?
2. Will this decision work out well, given other
nation's goals and possible actions?
3. Do we have the resources to carry out this action
in wealth, war-power, other nations' support, etc.?
4. Does this action fit the economic situation of my
nation and its allies?
5. Will the politicians and public support this action?
6 . Will this action create important, military risks for
us and our allies?
7. Will this line of action seriously endanger future
international cooperation or the welfare of the
human race?
8 . Is this action realistic, given what is known about
the feelings, fears or attitudes of other countries
and their leaders?
9. Is this action moral or immoral in terms of any one
of my country's deepest beliefs?
10. Given the situation as analyzed, is this an action
where benefits outweigh risks and costs? Does it
need to be done at this time?

VI. The K-12 curriculum should develop students' capacity
~ 1 1 *~0-1
”
"
*‘ ‘ ”
terve current history
A.

The curriculum should develop students' sensitivity to,
and emotional acceptance of, diversity in human actions
perceptions, cognitions, valuations, and social insti­
tutions .

289
B.
C.
D.

E.

The curriculum should develop students 1 acceptance of,
and a set of sdcially responsible attitudes toward,
technological and socio-cultural changes.
The curriculum should develop students 1 sensitivity to
and acceptance of the political and ethical implication
of mankind's increasing interdependence.
The curriculum should develop students 1 capacity to experience multiple loyal ties— to perceive and feel them**
selves to be responsible members of sub-national,
national, and cross-national groups,
The curriculum should develop students 1 capacity to
emotionally tolerate the tensions of continued inter­
group conflict and hostility.

APPENDIX I
OBJECTIVES FOR THE WORLD UNDERSTANDING
AND COMPARATIVE CULTURES PROGRAM

290

APPENDIX I
OBJECTIVES FOR THE WORLD UNDERSTANDING
AND COMPARATIVE CULTURES PROGRAM

A. Objectives related to attltudinal development.
1. To develop in students and teachers an understanding
of the value systems, attitudes and perceptions of people
of other cultures and of students of differing backgrounds
within our own society. To accomplish this objective, fre­
quent contact with natives of other cultures as well as
daily contact with students from schools which differ from
their own is planned.
2. To show students that in spite of cultural differ­
ences, there are basic similarities in the human condition
and that though the differences should be accepted and
empathized with, the similarities are more vital.
3. To increase in students a sense of social responsi­
bility by providing opportunities to become actively involved
in social service in the community.
4. To develop a sense of the interdependence of nations
through the use of case studies and through the use of
resource people with first-hand information.
B. Objectives related to study skills
1. To develop the ability to locate, organize and
assimilate pertinent information by providing a wide variety
of both primary and secondary source material in conjunction
with the time and guidance necessary to carry on independent
study.
2. To develop the ability to work effectively in group
situations by providing extensive opportunity for small
group discussions of pertinent topics.
3. To provide through inductive techniques such as
simulation and understanding of basic principles rather than
unrelated facts. One example of such a simulation is the
Inter-Nation Simulation recently published by Science
Research Associates.
C. Objectives related to cognition and appreciation
1.
To increase the student’s fund of knowledge related
to foreign countries, particularly those of the non-western
world. This will be attempted through the use of printed
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292
materials such as periodicals and source booksf but not
texts, lectures by'knowledgeable natives of countries
being studied, and audio-visual media.
2 . To increase the student's awareness of current
affairs and the basic philosophies that influence these
affairs.
3. To expose the students to as many experiences as
possible which deal with the dramatic, plastic and literary
arts of other cultures. This will involve extensive use of
the cultural facilities made possible by Michigan State
University.
D. Objectives related to structure
1. To develop an inter-school teaching team.
2. To make efficient and systematic use of community
resources such as the Center for International Programs
and university lecture-concert series.
3. To develop a set of materials and teaching tech­
niques which can be disseminated according to the plans
laid out by the staff.
4. To build into the program instructional features
which can be retained.

i

APPENDIX J
REACTIONS OF SUPERVISORS DEALING WITH WORLD
UNDERSTANDING AND COMPARATIVE CULTURES
STUDENTS INVOLVED IN THE TEACHER AIDE
PROGRAM AND OTHER VOLUNTEER AGENCIES

293

APPENDIX J
REACTIONS OF SUPERVISORS DEALING WITH WORLD
UNDERSTANDING AND COMPARATIVE CULTURES
STUDENTS INVOLVED IN THE TEACHER AIDE
PROGRAM AND OTHER VOLUNTEER AGENCIES

Teacher Aide Program
"Janet has been a real asset In our room. She fol­
lows directions or the routine without supervision but also
has the ability to make changes when the situation demands.
She is very prompt and reliable. Many times she has brought
material to school to use with the children which shows her
interest and indicates that she does advance planning- She
understands and enjoys the children and they in turn love
her and respond very well to her requirements. Frequently#
she has stayed after class to ask questions about behavior
and reasons for it. In my estimate# she should go a long
way in any field she chooses."
"I have found Donna# in most areas# very cooperative.
For the most part her duties have entailed preparing mate­
rials for classroom use. Recently she has been reading# on
an individual basis# with students whose added practice will
aid them. She works well individually and is very enthusi­
astic, She is reluctant in a group# which 1 feel is because
she has not yet reached a balance between discipline and fun
with the children. She will# in time# and 1 feel she is
progressing well in this area. I have found her very reliable
and she is certainly welcome here for another semester•"
I

"Mike has a variety of special groups that he has
the responsibility of tutoring in special areas. Such as
spelling# time telling, math# in addition to some clerical
duties. He is very reliable# neat and organized person. He
is successful with the groups he has contact with. In his
eagerness he sometimes fails to lay behavior rules down.
However, he has been much firmer lately with his pupils
(many first year teachers fail to make this correction)."
"The children and I have enjoyed Pam coming to our
room, her attendance has been regular# she has good commu­
nication with us. Drill, work# and story time have been her
main work. Target school children are more slow# work
slow, think slow, and only so much work can be accomplished
when Pam is here. Just being here# another person to commu­
nicate with, is most worthwhile. Pam feels as she told me#
she wasn't busy or doing enough# so only intends to spend
one morning.
I feel as I said above# that just being here#
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295
spending time with, speaking to each child, a pat on the
head, is their need. Just taking an interest is a big step
for my children.**
"Keith is a fine young man who has related extremely
well with the 62 children in our team room. His chief role
is that of being another member of the Hteam** in our indi­
vidualized program. He has tutored, given small and large
group presentations as well as doing some "clerical" work
for us, although we have tried to keep this to a minimum.
His large group presentation of a Norse myth was well prepared
and he held the attention of his audience, the class, ex­
tremely well.
Many of our students, particularly the boys, have
related exceptionally well to Keith. Many are seeking a
male figure in their predominantly women's world. Keith's
appearance, size, interest, and receptive qualities have
given them a positive male person to "hero-worship." Keith
is very sensitive to the students' feelings and needs. For
example, three of our boys did not have a book to read, and
a book report was due the following day. He took it upon
his shoulders to go to the library to find hlgh-interest,
low-vocabulary books with these boys in mind. For Nathan,
a negro boy, he brought back a book about Martin Luther
King, Jr. Because "Keith brought it to him," Nathan read it.
We had not been able to achieve this result previously. The
students always look forward to when Keith comes, and, of
course, so do both teachers. Finally, we would like to say
that Keith's participation, and capabilities with the stu­
dents have been an excellent contribution to our team room."
Other Volunteer Agencies
Boys Club; "Joe is a very dependable young man.
He has great ability to follow instructions, he has initia­
tive, and has good work quality. He works well with the boys
and others. We here at the club enjoy having Joe here
because aside from being dependable he is punctual. This is
very important when the boys here at the club began to expect
someone to be here and they are here, they gain confidence.
Joe, furthermore, is cooperative, he has the interest, and
accepts criticism quite well.
Joe has been working with the boys in the gym area,
the games room, and the craft room. He has helped with our
basketball team, and is in the process of starting a
wrestling program for us. We would like to have him back."
Cristo Rey: "Garry worked primarily with me in the
U.M.O.I. head start program at Cristo Rey. The time he
spent was usually the regular play time for my group, the
3-5 year olds. In my brief relationship with Garry, I

296
discovered him to be an extremely patient and understanding
person, shaping a natural insight into basic child psychol­
ogy, being understanding and tolerant yet firm without
force. Garry was always enthusiastic and cheerful and I
would enjoy the chance to work with him again. The children
will miss him too. He did a fine job."
"Doug worked with the 3-5 year olds at Christo Rey.
He was always quick to respond to whatever I.asked him to
do. He worked well with the children and they enjoyed him
as I believe he enjoyed them. He always seemed enthusiastic
and could step in and take over at any time. We enjoyed
having him help u s .”
Listening E a r s "Cathee took part in the 40 hour
training program required to become a member of Listening
Ear staff and showed during that period much potential for
the kind of work required of our workers. Essentially,
Cathee's job is that of answering telephone calls of all
types and listening to and commenting on the problems pre­
sented. She is also required to care for the needs of
people who "walk-in" to the listening ear. Cathee has
shown herself to be an excellent worker, interested and
empathetic to the many and varied persons with whom she
must deal. Her sense of responsibility has been shown by
her excellent attendance record and her willingness to work
whenever there is a need. In order to continue her growth,
Cathee has frequently attended on-going training sessions,
participated wholeheartedly in the exercises at these ses­
sions. If Cathee has a fault, it is an unwillingness to
assert herself in large group situations and to avoid con­
frontation in that atmosphere. However, in one-to-one
situations, she does well in assessing problem areas. As
time goes on, her ability to use good judgment in handling
problems improves and she becomes freer in asking for
advice and help from her fellow workers.
In conclusion, Cathee has been a most desirable
addition to our staff and we would like very much to have
her continue as a fellow 'listening ear.'"
"Jim participated in the 40 hours of training. He
did well in training and showed potential for insightful
thinking. Intelligent assessment of problems and the empa­
thetic response to others' problems. In his work at the
listening ear he has handled telephone problems of all
descriptions, including potential suicides, with relatively
mature judgment. He has also done well with people who
"walk-in" to the ear. Jim has shown himself to be respon­
sible and to have a strong sense of loyalty to his fellow
staff and his duties at the ear. Jim has a tendency to
mistrust his judgment and to need strong support from
others. I feel Jim has done a tremendous amountof growing
4

297
and that he has benefited from his work at the listening
ear. We would like very much to have Jim continue to work
with us at the Listening Ear."
Beekman Center s "Janet has served as a volunteer
since early in the school year in the Marvin Beekman Center
for trainable retarded children.
She has been a real addition in the classroom of
young children between the ages of four and six years old.
She not only performs her assigned duties of assisting with
the usual routine training of the children, i.e., toilet**
ing, putting on and removing clothing, eating and toilet
training, group participation, etc., but she makes a point
of working a great deal with individual children.
In other
words, she is always constructively busy,
Janet is a personable, well-groomed, attractive,
prompt young lady. She has natural ability to work with
children. She is well liked by the children but is able to
control them sufficiently to prevent behavior problems. She
has original ideas and uses initiative in her work."

APPENDIX K
REACTIONS OF STAFF MEMBERS CONCERNING
DISCUSSION GROUP MODELS

298

APPENDIX K
REACTIONS OF STAFF MEMBERS CONCERNING
DISCUSSION GROUP MODELS

Group I Situation
"During the period of having a group "I" the major­
ity of the class period was spent discussing content in small
groups. I felt that it was my function to provide the objec­
tives, aides to achieving them, and suggestions for anyone
interested in going further into any specific area. I pro­
vided handouts which dealt with specific aspects of Chinese
and Japanese society, provided options for films and film­
strips and related content activities. The students at the
beginning of each unit were given a pre-test to analyze how
much they already knew about the topic. This was in fact
the same test they were given at the end of the unit. The
interpersonal aspect of this group centered on communication
within the small group.
I purposely left this quite unstruc­
tured so that the students themselves were able to determine
the course of the discussion on a given day. The small
groups were limited to six persons. In my opinion, the
students were satisfied with the content aspect of the units,
but felt there was a real lacking at the. interpersonal level •**
"This, I believe, was a real learning and life
experience in that they had selected a grouping that had
students that were, to a large degree, similar in value pat­
terns, much of the diversity they had experienced in the
previous random groupings. They demonstrated in their future
selections that they did want to be re-grouped with people
very much different from themselves. There seemed to be a
real desire to deal with others that had various backgrounds
and values. I felt also that the students were successful
in realizing that the amount they acquire on content areas
is their responsibility and they must take the initiative
for it. To me, the most valuable aspect of this experience
was the appreciation for diversity and what a vacuum that
is created when little student diversity exists. These stu­
dents, I am sure, will return to future groups with a differ­
ent attitude than they previously held in regard to the
desirability of dealing with others."
"I felt that the past two units were especially sig­
nificant to me in that I viewed this group as persons truly
interested in Asian studies. As it turned out, this to me
was the most uninteresting of any of the previous sections
I have had over the three years.
I felt, to a large degree.
299

300
that the students there were seeking a comfortable refuge
from dealing with the "radicals," "flakes," or whatever.
Again, this was an experience in the importance of diversity."
Group III Situation
"I an in a group "III" section, in which the students
and the teacher share equally the decision-making responsi­
bility. In line with that I decided that my share of the
responsibility therein would be to insist that the class
decide on some minimum requirement for itself, something
which I could see and evaluate directly. I insisted upon
this because my experience in the first semester, when for
a time some common minimum requirement existed in my sec­
tion, was disappointing. Although that was an arbitrary
decision, it still left a great deal of freedom to the stu­
dents to decide what the minimum requirement would be (test,
paper, bibliography, etc.); How they would use the dis­
cussion sections (small groups, large group, etc.); Their
own grades, by means of a written self-evaluation of their
work at the end of the unit; Which materials they would read.
They chose as a class to require a short research paper,
on topics of their own choosing, and they chose to work in
small groups for discussion.
I brought in outside reference
material and a list of possible questions for those who were
having difficulty in deciding on a research question. This
may sound like a lot of direction on my part, but it actually
wasn’t, as the students could reject all.my reference mate­
rials if they wanted to. The research questions were not
difficult, or required a great deal of time to answer. They
did not have to sit in on any particular activity if they
did not want to (filmstrips for instance)f and felt they could
use their time more profitably by reading or discussion.
I
pretty much accepted their self-evaluations of their own work.
We spent a short time on an interpersonal game, because the
class wanted to do it one day upon a student's suggestion."
"My evaluation of all this shared decision making is
as follows: Educationally I don't like it because it
greatly undermines the teacher's leadership role, which may
be all right if someone else, or hopefully the students
individually take on a sense of responsibility for their
education, an occurrence which happened too infrequently.
I believe most students would eventually assume that respon­
sibility, but waiting for them is very frustrating for me
personally, and inefficient in terms of the time and expense
involved in the course.
I think many students are still
reacting to the regimentation of their previous school years,
and the increased freedom in this course is something they
need to learn how to handle. Many of them are still respond­
ing to the course in terms of the old rules, "playing the
game." Their self-evaluations show this— of approximately 33

301
students, only one gave herself less than a B grade, when
In actuality there'was a wide range of quality of papers,
material read, and classroom participation. If a discussion
section goes poorly on a particular day, I still get the
Impression that the students feel that it is my fault, that
I am responsible for it, rather than a shared responsibility.”
"To sum up, I think there is a great value in what
we are doing in these discussion sections, students are learn­
ing about themselves, about freedom and responsibility, and
perhaps this is the only course in which they are learning
it. The problem is that it is all much too inefficient in
terms of our original area studies goals. If we are going
to continue this way our expectations and goals will have to
be re-written.
I don't think we should expect to accomplish
much in the field of area studies as a discipline if we con­
tinue this format. Theoretically, I suppose, interpersonal
relations, discovering the meaning of freedom, and the aca­
demic aspects of the course should be compatible, but it
doesn't seem to work out that way. At this point it almost
seems as if we are going to have to make a decision about
what our major goals and objectives are going to be. It
may be that the freedom interpersonal aspects are the most
valuable part of the course, but if that is so we had bet­
ter decide that, develop instruments to evaluate for those
items, and explain our course to administrators and future
students in those terms. At present, however, I don't think
we should plan to continue the present format into next
year."
"Considering not only group III,, but the group IV
and group V students also, it seems to me that the problems
mentioned above would be compounded. Our present five
sections exist because we found that some students just
were not willing to work within the original framework.
They wanted more freedom to decide for themselves what they
would get out of the course, and how they would get it. We
went along with that and established the five sections, but
the effect was to group students with similar attitudes,
which reduced conflict, but doesn't that work against our goal
of promoting understanding? If students in our course, with
all the socio-economic ways in which they are similar,
cannot exist with each other but have to be separated in
order to work effectively toward their own particular goals,
then haven't we already failed somehow in trying to promote
international understanding? Haven't we taught them to
escape a conflict situation, rather than try to resolve
it, or at least to be able to function in it?"
"Personally I am very glad we experimented the way
we did this year. I have learned much about myself, about
students, and about teaching. My home school students
must feel it has value too, because at semester time they
all indicated to our board of education that they felt our
school should be in the program again next year.”

302
Group V Situation
"As to the fundamental question, "Has the group been
successful In terms of the objectives of WUACC and In terms
of the goals of the model V In the continuum of discussion
groups?" my observations ares
1. The group consists of members of only seven of
tie ten schools In the program and some of these schools
ha^3 only one representative. Three or four.schools are
significantly "over represented1* with six or seven people.
This does seem, to me, counter to the objective of the course
as a whole which is to provide mixed discussion groups. I
know of the difficulty of going back to randomly assigned
groups but I recommend that we do. This seems to be the
feeling of several students, although some would vigorously
object.
2. The group has had great difficulty in executing
any continuing program. But, I feel that they have been
sensitized to the difficulties of group organization, compromise, change, interpersonal relations, and in general, all
the dynamics that go along with developing and adminis­
trating a structured learning program. Some of the feedback
on the weaknesses of the group indicate increased sophisti­
cation about group and personal commitment in group building
and thus I do not view these comments too pessimistically.
3. Many of the problems in attendance and commit­
ment to group goals which would be traditionally considered
evidence of the program’s failure, I feel are problems which
these students have never before encountered.
In this sense,
the program is a successful experiment in learning. I feel
that the introspective nature of the feedback from students
supports this observation.
4. Most of the group did get involved in meaningful
interaction with their peers, especially when we moved to
the Michigan State Union building. Even though I felt that
this group was particularly homogeneous, relatively speaking,
there were many bridges of communication built. People who
had not participated in my former discussion group were very
much involved in small group interaction under this new sys­
tem of assigning groups.
5. Some people missed class, or actually avoided it
on a chronic basis because of their problem dealing with
interaction situations. For these people, a more structured
approach might be more effective.
6 . Although they had several opportunities to do so,
many people would like to have formally studied China in the
group. This again was up to the initiative of each indi­
vidual student and the fact that nothing ever evolved in
the cognitive sphere was a learning experience for all con­
cerned. A possible alternative for choosing discussion
groups which would handle this problem might be to develop

303
the sections on the basis of what the section would be
dealing with (e.g.' cognitive, interpersonal relations,
etc.),
7, Perhaps the most significant learning for most
of the students came from going through all of the above
trials and tribulations in a racially mixed class* I con­
tinually had the feeling that many white suburban students
were having their first experience dealing with black people.
And this in itself justifies the existence of the class, in
my mind."

APPENDIX L
STUDENT ANSWERS TO "OPEN-ENDED" QUESTIONS
CONCERNING THE PROGRAM

304

APPENDIX L
STUDENT ANSWERS TO "OPEN-ENDED" QUESTIONS
CONCERNING THE PROGRAM

1.

This class is:
"Too hung up on trying to be a group. I think we
might better try to talk about now personal problems and
let the group happen by natural interaction."
"Falling
apart in its attempt to stay together.
So why force it.
I think smaller groups, dictated by interest, would be
better, more effective individually."
"Not my type of class;
the beginning of the ending; it's hell one. moment and heaven
the next. It's the pot of gold beyond the rainbow, it's
being on the shores of fire and brimstone."
"I do not know,
a Noah's Ark to me, there are all different types of animals;
they can coexist but never will they feel the same at all
time." "Really getting ridiculous, all I've heard is
talk that means nothing to me. The people in here believe
that the only possible way to participate is to verbally
explain the options.
I'm really tired."
"Trying too
godamn hard to do something, but I can't figure out what.
It's just like over-cramming for a test, and this is bad.
We've got to sit back a couple of times and do nothing but
what the hell you want to do, meet and get to know the
group and feel it out by yourself."
"Scaring me.
I did
things not feeling I had to, but scared of the outcome.
Things went too fast, seemingly developing nothing in
between. But, I didn't leave because to me it would be
running away . . . and I c a n 't ."
"About to splitup. It will and should follow its
own interests. I feel there is a great desire to have some
sensitivity training. Let them do it, but I know of one
person who found it so goddamn offensive that she just about
killed me when I brought it up later, so they must leave if
they wish to pursue their thing,"
2.

If I were the instructor of this class I would:
"Try to start again and find out what people want,
then decide what to do, toss more than comments toward the
class. I would try to stimulate the group into a posi­
tive direction and out of the quicksand."
"Quit as I,
a student, am quitting."
"Quit, and become a human being,
live and let live. Be free and let freedom ring throughout
the wa-lls." "I could not be the instructor because that is
not my role, bag, whatever.
I am not a leader and that is
me. I am secure in being a follower, maybe a sheep but I
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306
can cope with it .11 "Seeing that the class has no structure,
let things happen naturally, not forcefully." "Help us to
group off and let us follow our interests. We'd probably
gain more and eventually get to know everyone else." "Take
the money and run. Also, I would start those off on sensi­
tivity training who desire it. The biggest job for the
instructor will be to assist the rest in their efforts.”
"I would guard strongly against the misuse of "sensitivity";
without trained and experimented leaders, and willing and
cooperative participants, it can definitely screw people
up, some maybe beyond reparable damage."
3.

The teacher isi
"Trying his best to appraise the evaluate what the
hell is going on. But this is impossible because it can't
be defined. Concerned about the direction of class and
takes an interest in me and my point of view but I'm still
uncomfortable with the people in it and so although I might
show up occasionally I am quitting."
"A human, freedom
rings, he trys like hell, he gives a damn, he wants peace,
gives peace a chance." "A teacher, high school teacher."
"A very stable person and a strong individual trying.
Honest and I wish you would talk more. As teacher there
are responsibilities which separate him from us. He trys
earnestly to understand all others in the group."
4.

What were the strong points;
"Group discussions, small group discussions."
"When we played the games, we seemed to get very close, we
got to pick our own little groups and didn't have to stay
with them. I liked moving around different groups."
"Freedom to discuss what we want to and do what we want to.
Got to know more people better. The small groups were lesB
inhibited and more free. Everyone's ideas were free to be
expressed whereas in the large group we had to fight for
'air time . " 1 "We really didn't have any strong points as a
group because we were never together as a whole."
"Some of
our topics and group discussions were tremendous.
I really
enjoyed our discussions a lot and I would very much like to
continue."
"Our freedom to do as we like with our groups,
think that it is necessary to do something with knowing
the people in the group, their values, the way they commu­
nicate ideas, before we study any country."
5.

What were the weaknesses:
"When no one tried to understand or work with each
other. Kids just not trying to help."
"Not many people
cared to make a good group. They knew there was no format,
so nobody felt impelled to make a go of it. Nobody cares."
"All I can express is my feelings. For me I feel out of it

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more than half the time. When groups break up I'm Imposing
to sit in on somebody's." "Too large of a group at first,
too many ideas to deal with in that larger group." "Too
many white and black individuals going through the process
of intellectual masturbation."
"Sometimes we were left in
a void. Changing to the Union was a mistake, a lot of
people lost interest.
X would have liked alittle more
structure leading to something.
I feel a lot of time was
wasted. I wish now that we had set more definite goals for
the group that everyone agreed upon."
What would you suggest for the future:
"Well since someone thinks there's a problem, random
selection is the best solution for the problem. Make sure
the kids really have a goal and are heading somewhat in that
direction. Enough material for all groups to make the lec­
tures worthwhile, talking to other groups and people worth­
while."
"Keep it the same way; it is something is bound to
happen." "Continued small groups following suggested top­
ics, but following through on the topics for more than one
session and possibly getting feedback,"
"That we have our
freedom, but there we would have to stay together,"
"We
need to look and render our own solutions to local, national
problems."
"X would suggest structured games and evaluation of
games in order to get to know each other's values, etc. A
definite definite attempt on the part of the teacher to get
a group feeling. Discussion on morality, drugs, and any­
thing to find out where the other people are. Then into
stuff like discussion on the last lecture. A definite
reading assignment to be discussed at a definite time. X
feel that the weaknesses of this group are the creation of
the educational system up to this point.
Xf this same
group were together longer we might be able to do something
but a new group will have the same problems as we have h a d ."
"More direction from the instructor. As much as I hate to
admit it high school kids for the most part need direction
and instruction. Order to put it bluntly."
"It was really
disappointing to see how little responsibility we as stu­
dents take for what we d o ."
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