Gain an understanding of the significance of cultural diffusion
Opening the Lesson
Discuss the definition of culture as it relates to how people live. (Culture is the way of life of a large group of people.)
Have students (working alone or in small groups) quickly list as many of the characteristics of culture as they can. Prompt responses by asking students to pretend they are going to study the culture of a group of people and how those people live. What details would be important to include? (Among the responses might be language, religious beliefs and customs, foods, educational systems, forms of recreation, consumer goods, styles of clothing, attitudes toward minorities, art and architecture, holidays and other celebrations, technological advances.) Students may wish to write their responses on large sheets of paper that can be displayed for discussion. Share lists and discuss items.
As a class, discuss ways that cultures develop. Ask students to speculate on ways that different aspects of one culture may be adopted by another culture. Tell students they will gain a better understanding of this process as they continue the activity.
Developing the Lesson
Write the following column headings on a chalkboard or on an overhead transparency:
Things From U.S. Culture (This list can include anything that originated in the United States and is commonly used by people in other cultures.)
Have students (individually or in groups) list at least seven items that fit under each heading. When finished, ask students to read their lists and write the items on the board or overhead transparency so other students may see them. Typically, the “Things From Other Cultures” list will be easier to generate. Students may include: specific languages such as English and Spanish, names of religions, sports such as soccer, specific electronics goods, names of foreign cars, and foods such as pizza and tacos. “Things From U.S. Culture” may include items such as blue jeans, baseball, slang words such as “OK,” and rock and roll music.
Explain that cultures develop in two ways. One way is through spontaneous, local invention. The other is by borrowing traits from other cultures. The movement of culture from one group of people to another is called cultural diffusion. (Note that only about 10 percent of any given culture can be traced to innovations within a group, while about 90 percent comes from diffusion.) Most cultures in the world today are amalgams of other cultures. Many of the everyday items that we think of as American have in fact been borrowed from other cultures, then adapted to fit our specific cultural needs.
Distribute the “Made in the U.S.A.” handout and a world outline map to each student. Have students read the handout. If time is limited, consider having the students read it for homework. Ask students to place a small dot or X on their maps at each location mentioned in the handout, using atlases to identify locations with which they are not familiar. You may wish to preview some place-names mentioned in the handout: Belgium, Brazil, Canada, Central America, China, Egypt, England, France, Germany, Italy, Japan, Mexico, Taiwan, Florida, Ohio, Wisconsin.
Review the material in the handout and identify the items and customs that come from other countries. Write the items or customs on the board along with their countries of origin. Point out each location on a world map so students can check their responses. Finally, ask students to place a star on their world maps to show the location of your community. Focusing on the map, discuss the movement of culture from one group of people to another.
Concluding the Lesson
Diffusion takes place when cultures come in contact with each other. Ask students under what conditions cultures make contact. (Contact can take place in many ways, including wars or conquests, trade, travel or exploration, immigration, deliberate exchange programs, and through the media and other means of communication.)
Have students review their original lists of Things From U.S. Culture and Things From Other Cultures. Ask students to summarize what they have learned about U.S. culture.
Extending the Lesson
Ask students to list three possible reactions to newly diffused ideas, customs, and inventions. (They can be accepted, rejected, or adapted and modified to suit the needs of the receiving culture.) Ask students for examples of cultural diffusion taking place in the world today. Point out some barriers to cultural diffusion, such as distance, social customs, and governmental policies that prohibit mixing with outsiders. But also point out that with advanced communications, cultural diffusion can take place more rapidly than ever.
Younger students may enjoy drawing or cutting out pictures of the items mentioned in the handout and placing them on a large world map at their points of origin. When completed, ask students if they can see which regions might be considered cultural hearths or centers of cultural invention.
Write the word “foreign” on the chalkboard or on an overhead transparency. Ask students to name some words they associate with the word. List these on the chalkboard as students respond. If student responses are somewhat negative, explain that people and societies sometimes view things that are foreign to them with suspicion and fear.
Write the word “ethnocentrism” on the chalkboard. Discuss with students what this word means. (“Ethno” means culture group, and “center” means a point or area that is most important in relation to an activity, interest, or condition.) Have a student look up the formal definition. Ask students to put the definition in their own words.
Explain that ethnocentrism can be both positive and negative. On the positive side, it may be important for some societies to draw lines between “us” and “them” in order to ensure survival. It may help individuals preserve important aspects of an ethnic group’s heritage.
On the negative side, ethnocentrism may make it difficult for individuals to cooperate with people from other cultures, and may create tension between nations and culture groups. This can make it hard to find solutions to common problems—a situation that can lead to political conflicts and even wars. For example, consider the impact that ethnocentrism in Nazi Germany had on the Jewish population in Europe. Ethnocentrism may also inhibit people from learning about other cultures and ways of doing things.
Assessing Student Learning
