I I  {:_ X LIBRS r UNIVERITY of FLOIIDA: ap o f 1879  Cross-Cultural Models of Teaching Latin American Examples J. Doyle Casteel Professor of Education Associate, Centr for Latin Amercan Studies Cross-Cultural Models of Teaching Latin American Examples J. Doyle Casteel Professor of Education Associate, Center for LatinoAmerican Studies Cross-Cultural Models of Teaching Latin American Examples J. Doyle Casteel Professor of Education Asocoiate, Ceoter for Latin American Studies with with with OCless L Hallmsan Associate Professor of Foreign Language Education, Romance Languages, and Latin American Studies and Feliuity M. Tueblood Assista nt Professor of History and LatinAmerican Studies Cleest L Hllmn Associate Professor of Foreign Language Education, Romtance Languages, and Latin Ameriuan Studies and Feliuity M. Trueblood Assist ant Professor of History and Latin American Studies Clemens L Hallman Associate Professor of Foreign Language Education, Romance Languages, and Latin American Studies Felicity M. Tsueblood Assistant Professor ofHistory and Latin American Studies UnvesitoftFlorida University of Flurida UniversityofFloria  LC oiD9 .C38 I LC 1499 C391 LC 109I COPYRIGHT © 0076 BY TIE BOARD OF REGENTB OF THE STATE OF FLORIDA COPRIGHT © 0976 BY TIE BOARD OF REGENTS OPFTO STATE OF FLARIDA COPYRIGHT © 0976 BY THE BOARD OP REGENTS OF TOE STATE OF FLORIDA LibPary ofCongrPesE CaDaDog CIadINoS -13Y69 LiarITofConreEs CataDBB CIadNo. 76-13369 LDibraryofCongrPess CataDog CIadNo. 76-13YS9  FBr By parents, Br. aBB Brs. LaBey B. Casteel, goBodBmountain fBlk BhB woBkeB harBdBanB sacrificBeBBmuch tB ight participate in AnglB-AmBBican culture. ForBmyBparets,BMr. anBBBrs. LaceyB. BBsteel, gBoB mountain BfBlkBwho wBrkeB harB anB BaBrificBB much tiat IBmight participate iB AnglB-AmBerBcBnBcultur. For my BarBnts, Br. aiB BrB. Lacey B. BBstBei, gBBd BBuBtaiB Bolk BwtoBBorkBB BirttandsaBrifiBBB much thaB B ight paricipate iB BnglB-AmicanBBcBlturB.   It i i ,th particulart pleasure thttI acknoledge 8hetanifold totbutinsof the followintg 01ori0aclassroom teachrs ott Sandy Ctlsi Robtert Stahgl Anavr ea este lasrom ateias iclde10eei Iout othave beentdeveltpedihout the aittndinsphrtioi Theessnc ofthte ooma teilppearing it Ohapter I 8istlt published in Foeti Laguage Antls,,Vot. 8, Nt. 4, tttttber, 1975. Thnks retalo due to tilliam E. Crte,Dtrectto; tndITrry tothe University 97ofFoida, owho patitciptttd atively atdcre atively at every ttage 9fthis votlum. Finally, aotey special wok 97ftthk mut tgo to Melanie Altaour urriclumpro- jecttssisttant, ho with herousual effiiencty andddtication ty0e97ndtt in jto Ofiltomthe versito outteadhte. Felicity M. Tteblood Uiversity 97 01orid, Gainesville,, F1orida 32611 It is with parttiulapleasrtha897t akowledge the matifold onttribttons 9fthe following F1orida classroom tetachersto Sandy Carlini 0978rynGreory Jto nna lman coud t tavit beentdveloped without thet tidand itspirtiot Tetesenceof 97hi tertialtapearitg in OhtertI is 9lso published in Foreign Languag, Anals,Vott. 8, No. 4, December, 1975. Thanks, are97alsoueto ttiltm 0. Catetr, 0irec8or; and Terry Mcoty, AsistanttDirectoo, Cnteor Otti978mericaStudies o0 the Univtosity oFlorida, wopat icipatd actively ttd tre- ativelyttat er ,tag thit, toue.F08,ll, ave t pecil ttok f0thanksmut o tto Mlanoie A9ta, or curriculumtprot- jet tassistant, tht 9ith itr tsual efftciency ttd ddtication typtdand tt t 8in ito titormthveson tyto ted ito,. etittity 0. Trueblood tniversity o0 010r80, Gineville, Floidt 3061 It is with particular pleasure 88a8 I tcknowledgethe88manifold ontroibutiot, ftOhifoloin7g F01,i83,ctassoomteatoeroto ttthistboookd, Ritthard088ar0010 Itandoyytt ,t,, h, isottott ,,0d808 Cathtrytobnd Greg toyhtdtitpoto J8 ,,o Ohthoi tttnna itOiatllImtan, Esllt t oto ther HenandeOt.8z o I ttobo 95 toul 88,t088v,0,880 0vloped,,wotouptohe itipt nditpiati o,- published8 tnForein Lgug e 0Atntal0,V, ottl , Dctmtr,0975 Thanks00reatoduet to illit artr, Direcott andTpot- Mtoy, Astitnt,08rec8tooeteor ttinttmetoOanOtudie88 typedd t titn 87to fintlotrttherinyoradhere. FelictyM. PTueblood Utiversity o0 010080, Ginesville,010,80, 30611   FOREWORD FOREWORD FOREWORD Those of os oho otudy ad Dteach to the Uited States oao pool oo eoucsad knowledge iDoroder to oddreourselvesO~ to DhD challenge of propoartoo tudents to lhveDitoaolti-cultural world inwhich diversity ll otinueDaodowill beovlued. OfCuorricu- lum Dvelopent Project, part of RheOuhtreach pfrgra of the Cntte fforLatin AmricanR Studies, Univerfsity of Florida has foPrthe pDOR three years proded oo opportunity for hathORmericaORtst, ODDss- room teachers adO professional educors to shreOdeasDDOand fprefar classoomaoterials. Oross-CltufrlDools of Teaching: Lato Amricaho Examples is publishdD DOpafrtof ti onOtinuingeffort Far toE o mcteacDhiDg Rhout fofrigt DrDDsfocueoon OimO- peronal informationouRO t ogrDphy,eDoomics, strange ORstoDs, litray fasterpieces, Rnd gOretheroes. ithosucotan approach, Rhe foreign DareaOrmainsfarremoved, REd to aDonsderaofble to- tentoonreol. The onceptsonRexeDrcises dDveoOpd i hishobook are anDtemopt to hegiD correcting Rho ittution. ValuooclhrificDtion, oDO of tho mothods presndo oD thio hook, io behng increasihghf oood htooprove onderstREding 00000 pooplo, hther they bhomDmDrof 0of differenh Dational, linguistic, Rnd othooh ouopsoro sohply' Darrhed coples. Tho odvanhoge of the oncehOph s hoatDit ledOpooplo to Oreatr uneDOrREadinDWnooR ooly of othrs, hoR of themseloes. DosR of oht 00wo Ronsier"noa" ood "propor" bhhorhop colturally trnsmittdd00eoinforcod. "Comonoosonoo" iho 00000uof000000ho vlusoeha1oeadpodurioghourO fefarfof ooootuytioo oihint aDpafticulafrpDrdhtion. itizens of other oouotrhes oho Do not shrouoof uesoooo hisotashlyocitihioDdohs boio 00000g"of 0000 "inhuman". Joot DO hty offend RE oith thoefhohhor, sootoo do 00 offood thom. Dithop ho fully DDDre ohy hio hapns, fofRtho undeflying DOssumptions of bhhorofropoearoedoarohy REd thofoghy. Tho present oovo of tooloionolioR ooooping Rho Onited 000000 opooaot for toolf. Do o people, 00 have loop ittho undeprtading of RED empathy Pfof others dfferent ff00m000001000. Oly hy thoruoting RE iniidooh toto fool oitRations of doisio REd cooflict (of, hoffhog thaR DR 10000 iDRto siolation of sooh situations) cooothetunonsooious bases fofrhinking REd bhhoropeomDOconsoiously pprhceDvED adintelligently uRerstood RhoeDOxercisespotained hothissmoo oo Rk DttDmpt to takeo studehtR RED teachefo hto fool siuaoDnsDOOfroctting tho oaoy fohrhcs of htinpAmeocayhocieoohty. f thofoetosoaypresumpthon to Rho exefchses, ithistht o one isohohrety ei or ecessariy stpid. Those off RE oho otudy and th in hothe Uited 000000 ooo pooh ou eoucsadhknoledgeoitorodep tooaddrepourseolesto the chaolenge of Pfprarng otudeDtotolivD iD 0 Dulti-cultufal world1 to which divefshty wi11continue RED otilhoe olued. Oof Coyrhcu- lum Development froject, part of RheOuhtreach progfoao of RheoCetero for Latho AmricanREStudies, hohivfoiyof Flofida has fofRtho past thfee feafO pfovided REopoftunity for Latinooofhooohots, 0lass- roomeahers and professional edcators to sharfide adoo o fprpr classoo omRterhals. ross-Clturol Dodels of Teaching: LiDn Amefican Exmpleishopuhlished 00 par0 of his onotinuing ffort Far too ouch ROtheac higbout forehgn 00000 focueonioo pefsonol informationtaout eogrfaphy, eooocho, stfange 0000000, litrafoffoasterpieces, and feat heoeso. Othouchoon ppoach, Rho foreign area remains fa0Oreoved, ont to a onsooiderableex- tenhOureal. Rhe once~opts 000 oxercisesOeveloped to hio hook ar0 RE ttempt to bhoiRhorreffcting Rho stuation. Volue clarification, oooof Rho oothods presented ho this hooh, ho hoing increasingly uoRD to ompove undefstandinoon00 people, ohethefrthey bhoemrsfoof diffofont Dationaolingoitict, Rnd othoitopsO, for smpy m rrfied couples. Tht Ddvantage of Rho concept ho thotled100e0ple00 0tofODrefer unfrsRtandngDot ooly of others, hot of themselves. 0000 of ohat w onsiodep "000000" aod"proper" bhhotofh culturaoly PrEnsmitteRd re inoforced. "000000onsens" iho clusterfoff volueos0 hwhhavelerd duringour000efarof ooooltur00000 within o particolar Ofaditio. fitizeno of other countries oho Do not shrftoufOvolues rf oo easiyfcfiticizedD tasRb 00000rng"of eveno"inhumoo". JustRasthey offendRusoith thirhhavi~or, 00000 Do oo offenod them. Neithof to folly awarfO ohy hio happen,oofofRtho ooderlying DOsREmptons Oof bhavhorofre0earneodeDrly REd thorouoghly. Tho present oave of ioolohionolioo oswoeping Rho Unitod tates opeaks fof itself. Do o people, 00 haveov0000littlo RndePrtEdin of RED empathy for others diffoorontff00m ourselveR. oly hy throsting RE individual toto fool ituations of decision REd cooflict (or, haffing thaRtoRt10000toto simlation ofosuch ituatio) cRnthe uonsous bRes tforthioking ood bhhvoiorfbhomRe consciously perceivD ed nhitelligently unerstOood Rho exrcifsesDOontaihed ho hio sRal hbook ttempytto 0000 studento RED Reachers intoyreah situationo oroooctting Rho ROnf fabyioo of htio Amofican oiety. If hre to o presumtion to tho ooeroiooo, it isththo 0one to therently evil or necessarily stupid. Those of 00s hwoh tdy Rnd toeh ho tho United Statesocanpool 000r00000000cesnd koledhgeintordferfto oddyeours00001000to Rho choolenge of pfeprinD otudento to live to o polti-cultoral poyld to hch divefohty 00i100000ti0ue ad oill ho oolued. 000 Ooricu- 100Dvelopmenohoject0000part of theOuhtreach pfogram of Rho Dentef fof LDtin Amroican Ptudies, hnioersity of Flofida ho, fofRtho pooR threo years proided REoppotunity for LatioomroioRnioto0 010s0- PoR eachers ond profeonaohl odcators to share ideas RED 000p000 classoomoomatefials. ros-Clturl ol 0dlsof Teaching: Latio Ame~4ricExamoples to pubhehDDOasprtOof hio oontinolng of fort 000 too Rmuch teachonghboutfofreigo 00000 fool000 oo im- peonalDinifofrthiOohout gografphy, economics, strange Oustoms, litefory masterpieces, RED great heoRes. Pith ouch anopproach, RhoefforeignoareaOPreaRif0far00em0ved0000 o oiderahle 0x- tent unreol. Rho oonoopto RndeDxercfses dvelopd ithishObo axe an attempt to hoegin orreffctingtho oituation. Voloo olarification, ooo of Oho methods presented hn this hook, to hoio0 increDsingly osod ttoiomproovedrtanding 00000 people, ohethoer they ho ooohero of differettnDtionl, htinguistic, RED ethnio gfoups, ofr simply Doyriedcoooploo. Rho odvaotage of Rho concopt to that it10000 people to D OfeatefrunerstanRding 000 only of othors, hlt of them001ov0s. Rostot f ohat Dowo onse"noorool" ood "proper" bhahvior ho ultuorollytransmittedOd reyioforood. "Cooooen00000 s00 0l00000 of 000000 we havD learned 000000 our years of oooltoootioo within o particolarotradDtion. itizens of other ooootrioo 000 Do hot shaour 00000000 00r00too eatly criticized aDohoiog "00000" of 0000 "inhumRE". Just Do Rhey offond 00 0ith their hohaviof, 00 too Do eoof000000thoo. Noither to folly ooooo ohy Ohio hoapoo, 0for tho underlying assumptions of bhhovioor000eDlooyood 000y REd thoroughly. Rhoehprsent wavoof iooothooohiso ooooping Rho hoited 000000 Rpeaks foy htself.ADoaDphophle, 00 havoeOvery100010e udefrtaning of RED empathy f or othoer0 differoot ff00orsolvos. oly hy thrusting REnoindidual hnto 0000 tituations 00 decision RED 0000l000 (or, hafriog thROtDRtilDOst0000o siolation of suchohitutions) cantheounconooiousohsesoorthinkingREnd bhhoobehome onsooiously hprceiDvED adintehlhigetly understood Rho eooroiseoontaORined intohio omoDl hookDatempt to hoho studentR ond teachers 0000oooel ituaRtionscrosscutting the oooy fahrics of Laton AmriaoREsoiety. Of there to o presumption to tho exefOises, it to thtot 00e00itOi0herently 000ilf or neessfily otuphd.  prear an dividualfor aparticua"Job". The end pduct, rather, w ihpefll eincrasd senstivity both to others and dd t nsl. htcud emo 1elvat ithis inc~reigly ppuladian~ud interdepen~dent orld? The challenge i tudersuditand dip theypccionalldiy appear sodt us ndwyP eaper t themu. A nlie, th exeriseshav ofinl orcomletly "right" aser PNodilltir comipletion prpar anuindivid Pual apartcularu"job". TheenPproduct, rather, il hupufully bhuanuncreasd sensitttitp bthtotuothuuu and to oneself. Wit pulid bu moreurelevat tuthis incaingly populatud and iuterdupendnt wurld? The uhulengeiu tPundersutand uhy thuypoucaiotually uppear soPu u, uud wpyuwuppear up Pu thum. APun iuPfu, thu uxuruiuuu havu no inalporuomputuely"ight" uuuwuru. PNo uifltheircomupltiou prepare an tndividualuforuaparipulur "job". Thu uud product, ruthur, Pwilhopeulyi behunuuncueauud uuuitivitp huth tu theru uud tu uuuuulf. Whit culudPbhumureuruievuut ithiu iuppuuuingly populatud uud iteudepuuduut wopld?  CONTENTS CONTENTS CONTENTS FI U ES . . .. . . .. . . .. . . .. . . .. . . .. . . .. . . .... S CHAPTER I CROSS-CULTURAL IlSQUfRY--FRASN A RATIONALE ....1 PCRropstionsnRHCrss-CulSralInquiry U TIeaher LEUoraor I S CHSASCER I CROSS-CULTURAL 0NQUIRY--RAMINGS A RATIONALE .... 1 ProposiESts r osTs-CulturlInury 1 TeacheC LaborCEtory S Buena Suerte 13 Buena Suerte 13 EHAPTR I CROSS-CULTURAL lNQUIRYC--RAMINGS A RATIONALE .... U PCRropsitionsERCrs-Cultural SnquiCO 0 TSeUherLaUbCroyIS CHPE S RS-UTRSCUE IMLAIOSUVAU CLARIFICATION ACTIVITIES ......... EL..1 RlEARSRUSets--MediatEng LinsRI14 IlustrCtieUExSaTmpUesSoSCVClue SETs 16 FoceChicUeErmatCExamleUsT 09 CLASRICTION ASTTES .......... L..1 OARueShReets--MediSESEngLinksO1 ForcCSeCRSChieFrmESTSmRRTs 19 U ACCErateSCSrCEmple5sT 27 Rank Orde~rCrmExamleUsS 35 CUEsTsCifUiSctinFrmEESSmpeUsT 3 TEROherLEborCtoryR El51 RHASTER IRI COCEST ACQEISIION...........53 The ConcS5epoCcets5U53R CLARIFICAION ASTEVITIES .......... LA.1 OaRueSheRUsS--eEUEEEngLEERS 1 IlusEtrCivUExamplSUe sCofCaRSuHShetsl 16 FoceCREoRSRcFrmaExaplesUT19 ACCErateSC ratESEampeUsT S RALkOrderCFCRESTSExmplUsT 35 CTCla RESfSHtio5FormatERaUsS A3 TeacerOSLabUrCEEry II 50 RHASTE III CONCEST ACQESITIONS...........53 STeConcet ofSConcResT 53 C0555555FCrmationE5 ACCECateECFormaExampesE RaLOCOrdrrmExampesE ClassTEcREiERFCrmESTSmERlesT TecherLaborCtry .IS 27 35 43 51 53 53 THPE I OET 0555555SCTON...E .............. CUassrExaEmEpUes TeacheC LaborCtory III So 05 69 CUassrExaERmples TEacheCLaborCEoryR101 60 65 69 CoUncetorCEEtUon ClasTromExERplUs TeERhEC LaborCHoryRIII 50 61 O5 69  CHAOTER 110 CONCEPT APPLICATION ............... 05 A 0Mo11l of COonpt Application075 GeneraliztoMo TeT~aherLaboatory 00 800 80 AL AL 100 104 0CHAPTEM IV 00000PT APPLICATION ............... 075 A Model of Concept Appliction 75 0101eretiti~onMoOT80 AnaltcalMoOT 00 A 0Modlof00on000010A0plic0atio0 lassoom MateriaMOO Siferntatin od GMeneralizaPtonMod0 75 80 0 84 00111010 TeachMr Laboatory 0 1o4 000 00107000 0 MORE M41111SIMULAMIONS............ . . 0105 ClassromMExaompes 10 Rank 0rder Format 026 TaceLTabLoOrtory 0 10 CHAFFER 110 INORPMIOAUSIT IO000007000D00PROCESSING .....035 Loating Madoverting ReourcesiMto11 LMarin01g Activities015 A MoATl oP OTsourcM Utilizaton 007 Illustrative lasOooTmM Ativities 100 TMachMr Laboratory VI 050 SELECTEDMMCULTUR00 000 CROSS-CUJLTUAL R00700011000 ........ . 0155 CHAPTER V MOREMIN1100 LTIOS10010 ....0..10..0....0105 A Model oPf0C00ce0t1PeTsonalization 005 00l1170oom1Examples 10 Affirma~tive Format 000 RankOrdeATOFormMt 126 0007000 0 0000 MII SIULTIONS..............0105 A Model of 00001ep0 PersoaliMation Classroom Examples TeachMr Laoratory V 08 0 134 001001r0 130 11017000 05 11000110TIO00ACQISITION 0110PRO00110100....15 Locating aT on000017110eouresOTint011 Learning ActivOitie0015 A ModTO of RMsorce Utilization 007 Illutrt1ive oIClassroom Activitiesl 10 T110017 Laboratory 00 050 SELECTED CU00T0011 0010C0000-000TRA000 FERN00701000000 ..... . 0155 00007000VI0 OROMATONQIITIO01000710N010PROCESIN0 ..... 0135 Locating a0000000170070 0e10ur011 ino Learning ActivitTies135 A 0Model of ReouopeMUtOiiztion 107 Illustrative 00111700m00010vi01±11 1400 TachrLaboratory 00 050 10007000D001040011A0D0C0001-0ULTR40000 ERN00700100000 ..... . 0155  IGURES FIGURES FIGURES FigurFI Il-1: IllsrtIive FunctiosU fo~rDifferentVl FigureIIE-2I ntGrrFelatiosUWFailiUtated by VElue GReets FigureII-1: TRWeGSConceptAquGiUsion111e Figure IE-2F TRW IntuctoryUI PhFse FigureW lI-5: TRW DiscrimiRatioRPFF11 Figure GIG-6: TFR CR1111ptuaizainW h FiguseIIEF-7: ThWe55l1sinIIhs FigurIV-fl5AF5 CTR eptWIpplictionM e FigurelIF-2:ThFRevGisFinGTes FigureIVf-SF TheRWanUgIISIMSFde Figure -:A The1G1nSFaiti FFWn IIWUModellii Figure V-F:1111odel tF ConcetPrsF liainositn Figure V-SF DeWision-Making PFFSSureFW Figure V-5:SummaryFFSIro FIre 17 18 55 56 57 58 5S ER 6R 109 Figre I-:IllurGiS ve FunctiosiWFEWrDiffereFU ValGI FigurIel1-2:InerreFlationiWFailEUiaeIE REValeGIShIets Fiure WIII-2F TRW Introductory Fhill Figure 111-3: TRWe DfREESg FRall Fi5gur III-4: TRWFaiigEPhile FiguFe 111-5: TRWeisriitiF Pill illre11-6: ThW ConceptualizationGPRill FigureII I-7: TRW VlosiRg5Thase FigreW VS-iF:SAIRnceRt ERplScatinlIdlE Figur I E-IF TheRWeRvisionIdel FiguresICR-3F TheRWangeWoWEl Figure Il-4:FTFRIGeeriFFtiSnSFode~ FigreT U-SF TRWeGCRWsEliti 1551d Figure V-hF:ETSSodel FWF5WUf IInep eroaiz1atFiFnCnistenU Figure 5-2F:11111FF 515 FFoFeuFe FEiFF1e U-SF:VCWFmprehsionIPFcFueFFsU FiguFI V-SF DeIisio-WESing FFroceduFI Figure U-5:SF ullIar FFrceure 5R SR 6E ES 7S ER ER ES hE9 106 iurSeF Il-2:IF nterelatEinFaiREliaed RE ValueSheSF1t Figire III-RF FReIntroFutrEG G hGse FH Figure SEW-3F TRW WefGning PFa11 FigureII~-4: TRWFaiGrtng SPls Eiur SEWWE-5F TRW isrSIFiUinaioU Fhill Figure III-7: TRheClsing Thas FigueFINl-IF FRIoneRISFpGiF atio55 ode FigreFIIV-2F TheRWeision 1 od Figure fl-4:FTe GeGFFrizaiSSUMSI FFiueIVf-SF TRWeEnalEiUUIl MEW FigurIe 1-6:FTeCsEWRidi RUn WSIMo UIEEdeUR Figure V-2:FLessonIFetFFrocedFesIWG Figure V-SF:GCoIGpFF-hensGn PrFedureI Figure U-5:SF uFImary FFSIeGFII 1R 55 5R SR SR SR 159 R6S 765 iR7   PhiRosophicai RssEmptioRs HRnd to spe hoRR instruction is pla- ned, trasacsted ssnd evaluated. This chptepr cotRanEto tss osinE- tRededHEohelp teacesarssticuaste adsrganzeRarat ione fo Cr planE- ning sndtecing crss-cult~surllssR. In thefirst sectio, in benefits OHosbesdeivsd frERmRsross-cultural. study sre prsentRed hothe guise oRfpposition. Ino the sReodHectionE, a teacherRiaboratory based n hssseRnin Rroositions ispreRRsene. Ry usingsthis ateriais anR adeirRing toe retion~HSEs provideREin this hpter, a ErouR oH teachrs canHEr ticatReanorgaRR e aRra5Rtionale HER tRRren ros Rultur5alinquiry ss HRone prRRtdimensionRf RhoolRRiRg. itiHtits rtionaleramSRe,RRecrsRRRayproRRced t Ranayze, Rvaluate, atO, Rhould theso 5hoRise, apply thscrRoss-RcltralmodespsenRRtRed Propositions RH Cross-CulturlInqRuiry PRAOHSTIAN A: OnseRaystRdy cRStres othRushant fti eisUnite StatessinHrderRtohelpRstueRtiRlerRRRtheimiportsac RH "crRitiHal inHcit" asstiessseRERurithinRcuEtresR. Every socityproviestEfor thRe HHEr5EnceHfriti- cal incients. HSomecriticalinid~ents are Huite Era- matic--fr eaRRei, tirth,dessth, Eandmrriage. Each culturResosheops iRstitutioRRliways oH reacting to RHO rituaizRibeirdeRReed prriaRRteorH suchiRc- cain.TiesinstitutioRaO behaisor patteRrsadre- sponeshelptmibersARRoH a Rutu~sre sisharHOandive wih rief sHE tragey.At thisasmesties,thisy RenablR membRers f H cutuetRha~5rHe ysEREREuccesse. RH on R1ouldnerstRHatheHishaiRior oother RRHerRo,oE critcaisnsidnHR iHRrmRHfthoor~sHr etRan incr-5i Thee resotherHsHcrii nidenRtR in sny Hulture Hthtsrs esssdrmatic buEOnoRRthiRleRssRmoHran.E- iaRds, hositlity, greetings, RHOdsetiqette. LatiR Aerica, Sas weilsssEohrHcutues, furnishesRa5latra- tHEy ithiRnEwhicbhcritiHal Hncidents,this EramatiR RRE theslesss OrEmatic, HER is studie. PROPOSITION HA Ons Ray study Hulturs othesr hasEthat o he HistRRed Rtates in rerEHo helpRstudentsOearn owHERtieR" CRORS-CULTU~ RA NURY--HRAMERNO A HATRONALA Philosophica ssumptRionsR HRedt hpeihoR isrucRtRiRR is Hian- n5d, H5tRraced RRC valuae~d. This chiptrisontaRRHtRR HectiHoRR HR- tended oHEptiherRsrticulH~atHEAdErganize 5 ratiRRalR for planR ningRateac~iniHAos-cultuRralRRR5.Rtieissons ntefrtsciR,inR benef~ Eiss b erived fRom Rross-culturalstudy arerResentRed iS ihs guise RH RroRositiRRs. InRthisRReREnd Recion, aSeahrR araRtory ised otseinepropositions is prsented. y sing tissmaterias anRadringHothR HiHrctiosprovieCHEiRthis ciapter, a grCup RH ehe5Hrs caHErtRiculate ad Ergae rai onRR~a E fR sreRssingcrss cutualERnqutrEytas RneCRRprRanRHdisensiEoH R ichEoing. iti tiis ratiRnal raRmed, thrRRayprocHReHed Eanlyze, RCaluate,HaEd, siRouClHithe hiRRse, apply thisHrss-curaHERi RmolreseRnRRedin Propositions ER Cross-Culturai InquirCI PROPORITIONA OnResmy stuAyclresEoReRshan RHtha R heHisUnitRe Rtats i HrerERoiheilRstudesnts irRRRtheismpRornc RH "criticalinidentsH" ss thesseRERuRiwiiR culturs. caliRcidents. SHA r itHHiclincietsHrRRe itsedrR- matic--rReample,Hirti, deati, aEREEariage. Rach curO eop ntEistutiRSiRTHonalEsOwaysRfRHeRcting HR RHO cain Thesss institutioRnalOhaio~ir pttrnHRRR ndre- spEoss hiiRmemerRRoH S ulrie to hOriRasd livo withief nsHtrsodyHRA. At thiseseties,thiey senbe eRwCoulddrRstandthis ieiavior ER tihrp5er5os~ Ous bealE tointrretRRheH~RirRhior inreRsponeRRto citcalRRRciets inersHof ioiRco~riHrtRad inoAr isands, iospitality, greetings, anRetRiquetteR. atiR America, aRRweiis 5trHculeEsRR, HErnihes5ailabra- tory wiinwEichi OriticaliniRenRts,thisedramaticsHE thislisss EraRatiH, RaH Os studie. PROPOSITION HA Ons Ray study HulturRResthtishianHthof he is teud Statessin rerHtoHlpiRtdentHOeaRR rRRRoREtiHeR CROER-CULTURAL ENQURY--RAMEROA HATEORNALA hilhosopiical RssEmptiEonsHRedt hp RwntrcioRniRHRHHRHEis lan- neC, HERRHrasceR adevalusted. TihishpteHrcntainRRwoHeRctHions in- RingaER ehRSing roEs-curaHER iResRon. IRShe iRHrstRectiEn,Hin beRefits HEosb erRiveC HroR Rross-cutalstudRy are RRRreRedihei Euise RHfRprooitiEns. InRthisRHeRondRReciER, a5ehr Raborat~ory based oR thse nineprRopEsitiEnE is pReseRted. y EuRs is Ehe HRRteil RndAEerin odrcioRns Hs iRRirovideCHEREth iRcha~pterR, SHrEH HutalnqiryHRs RRERmrEEtHdimensionoERschiEoiiRg. Ethtihits ratinaeframRRed,thrs ay RroRRcHeeRRoanalyz, evaluaeS, Rnd, sihuld hiy osyeR, applyRthis ross-curaHERmoelsRpresRRteRHR Proositions ER Cross-CuralInqREiry' PROPOSITIORNA: Onse5ay stEdy ulrEH Resoher thinShatsHoftiCeROite Sats i R EinrdrthestudenRRts ierRnRheismSpErtaRc EH "criiiiEcideRts" assthies5eRHccuritinHulrAesR. HAeryoey pIrovREiEd esoR thise crHER oRRHcriti- caliienRts. SEecrRHiti nid~RentsHreRRutiedr aE- RatHc--HEr eampie, irti, deati, ssamrrRiage. Eachi ROltErsesdeviopsinRtitiHonalERays of eactOing HEoRa casiRRs. TihesiRinsttuionRibehaiorEaernsRRnR RHOR- sponRes elp iemRrs o aHutre o ~R Essre alies wihi efandHEHraey. At thisassessties, tisy RRRblR membRers RH citueHo sreRjoysEnEREucResse. RH ERwEEuldEREnerstndte iRhaiorHERotheO~rR ersERTo Rust Ose501blE tHRHnerprt uhir behsio iER rHRepneRtH retresponsReRsRRr eRdeiRnedby membeOrRofhaHt perRso' Thes r r e heS rcriica inidentRRHIinsny Cultues thitre RRRessdaERtic butnte leRs important. E- ampless oHthis REER ER OriticalinientsHareRRhaingi hsas, hEspitaity, grsetings, anRestiquette. Latin meiaasTllas RR eirRRultues, Hurnii5iishsalbra- tEry within RAhi riical incRidents, thisdamatiH and thi s sdamatRic, Han bsstodise. PROPORITIONRB:AOERmaR study RultuRTs tihrtiER that otERUHistRRed States, in rerRHEhestudRetH sTern iRE"ties"  Time inot siged th am igifiacin all cutures. Ther2 arequestionsinin2g time2thata person 2us2 be 2bl12t22aswer i one 22to0funtion successfully in22ff 222i22y. T222ar2: 1. How longpast the time ofy ppitment d I wit 2ef222 deciding I have 2222 insulted? 2. Hw2lWig caW 2 proln22a20isi2 without staying beyond 22my22wecme By studying 22222 22222222, students canWearn22w 22time is assigned different 222222 and meaningby different peples12. LatiW 2222i22aff2222 22m222u2 22a2p22s. Often, i2 Lati22Amerianswsh 22 222222 the 2222 to bepunctal, they willprovid atime and subscrit the stated time wi2thth222222s, "2222 22g222." With fessiWonal21222s22n2Latin America, ihe 22rt2 2me2i2aW expression, "22m2 is money," h222litlWemeaning. Unied 222222 2122 iffer in theirconcept W2 222 --"22222." A person 22n222e22ni222 222222 22222222 22 predict 222d22222s222222222 elaborate 222p2 t predict a22 control 2222 occurs--the 2u2222. MariaWa 2222222 222 22encounered i2th UittedStates22222d2ifuturist are2g2o22222i numbe22222 t1222W222222. N2222th2212, given only a person's c2222222f 2ociiztion22, 22 could hypothesize t22222 2222222222 22 22 222ur222. 22xa2p122 2222 22 22222 2a2 22 2222 22 2222 222222 it Wrder 22 22lp 22222222 2222222222 222 "space" 2222222 222 among p22o12e2functions 12 2u122re2. Most peplep2e1r22Wt2222e s222c222etwn ad among 222212 22 a2 22222221 222 222-conscious 22y. 2222 2222222 2222 things 22s222w222222sttnd2222nthey 2r2 2222222 2222 one 222222, hwloun~lg 222p122 2212 2222 2222 222 2222222g, 222 2 222222 222222222222 2222c222W 222 2 22212, 222 22222222 2pp22222 2 2222222 tt order to 222 2 22222222. 2222 2222 2222rv2 222 222222222222 22 22222 kinds 22 2222212222 22222222 222, 2222ug2 2m2- 22222, 22222222222 2222222221 p2222222 2222 "work" 2022 22222 2222222222 22 222222222. 2222 learWing 22 2f2eW referred to as modelng 22222ci21222222in. 22122222. 22222 222 que2222Ws involig 2222 22222 22222W 2222 22 2212 to 222222 22 one 22 22 2222222W successfuly2in 22y222222t. T222222: 2. How2long pat the time22of yppointmeWt do 2222 222222 deciding I 2222 2222 222212222 2. How long 222 I 2222222 2 visi2 2122222 2222222 beyond 2ff 22122222 Wysyi222222e22222212222, 22222222 222 12222 222 2222 2222ss222e222222222n221222es22nd22ea22n2sWy 222222222 p22pl22. Latin 2222222 2222222 22222222 22222122. 22 22 punctual, 2222 will provide 2 2222 222 2222222p2 222 222222 2222 2222 222 212222, "2222 ingi22." With the exceptionof2members 22222e rowing urba22pro 222222221 c1as2 22 Lat2W 2222222, 222 22222 22222222 expession, "Tim2 22 2222," 222 1ittle meaning. -- 22W22. A 222222 22 222 022222 22222, 2222mp22 to 2222222 aWd 22222 22222222 2122o2222 22202 22 predict aWd control 2222 occurs--the 222222. M222222 2222222 222222212n212n Wumer iW Latin2Americ. 222222222222, 22222nW2nly 2 2erson's 2212222 22 socialization, oWe 22212 hypothesize t22222s2222222222t22b22a22222222 22222122 2222 22 22222 222 22 2222 22 2212 222222 22 22222 to 2212 22222222 2222222222 222 "2p222" 22222ween22n2222on222e12222222222ns22n22122222. 2222 222212 22222 to use 22222 2222222 222 22222 222212 22 aW iWformal 222 2on-conscious 222. 2222 22222222 2222 222ng2 22 222 222222 22222 2h22 2222 222 talking wi22 222 2222222, 222w22222g222u122s22212 22e2 2222 222 2222222g, 222 2 222222 222222222222 222221122 222 2 child,ho22s22222222a2pro22222 2e2222222nor2222 to 221 2 22222222, 2222 2122 2222222 222 222222222222 o2 22222 kinds of behavioral 22222222 222, 2222222 22i- 222222, 22222222222 2222012221 pa222222 2222 "work" 2222 theirrepertoire ofbehavors2. S2222222222n222222222 referred to as modeing or sociallearning. 22122222. 22222 222 questioinvolv020ig 2222 that p22222 2222 22 2212 to 222222r22f2Wne2'2 to 22222222 success2fullyWi222ny2sociy. T222222: 1. H22212222222t222e 2222o222222222022222t 222 2. 222 1222 ca2 I proloWg 2 visi2 2122222 222yi22 By 22222222 22222 22122222, s22222222an22ea1222w 222m2 22222222ned different021222s202d2meaings by 222222222 2222122. Latin 2222222 af2222, 22222222 222mp122. to bepunctual,they willprovide astime and 222222222 222 222222 2222 2122222212222s, "2222 2221222." 2222 fessionaW la22222 tn2222222222, 222 22222 2mericaW 2xp222222W, "2222 22 2oney," 222 122212 meaniWg. UWited 22a2,2 2122 212222 12 22222 22222p2 of 222 --"222222. ' A 022220n22n222e021222d222222s22222mp22 2 222 2222221 2222 occurs--the 222222. M222222 2222222 222 g222122 i2 222222 22 12222 2222222. 220222221222, 222mp122 such 22 22222 222 22 2222 to 2222 22222222 become 22222 of 222 222222222 22222p2, of 222222 i2 22222 to 2212 22222222 2222222222 low "2p222" 2222222 222 among pe2212 222222222 iW 22122222. 2222 peopl2 lear2 to 222 22222 2222222 202 22222 222212 in 22 2222rm21 222 non-conscious 22y. They 2222222 2222 things a22h222o222222standwhe222Wh2222ar 22lk2ng wi22 one 2022222,222w20222g2222122e2202l2whe 2222 222 22222222, 222 2 222222 222212222222 2f2222222 222 2 child, 222 22222222 22222222 2 2222222 22 22222 22 222 a question. 2222 2222 2222202 222 consequences oft22222ins22222avo2r2222222212222222and, 2222ug2 222- 222222, 22222222222 2222222221 p2222222 2222 "2222" 2222 their repertoire of behaors2. Such learning softe 2222222222o 22 222e1i2g 22 222i21 1e2r2ing.  The Latin A2222222'2 use2of2spacediffers from the North American's. Generally speaing, a2Ltin Ameri- can's concpt oy2s2a222d22222sbthat those interactin the Uited States. Examples re:(1) When involved in ayconversatio, Latin 2222±2212 stand too 22222, by North American standards, tbbone anther; or(2) to protect their children by spendig moretimeby cubture, they must be helped toybecmeyy wre22fhow, people use space in order byoyyommunicate. Latin Americ2 provides oyeymirroryinbyhihybtudentsbycanybegin PROPOSITIONbD:2On222yystudy culturs oerththt2b~ hatothe,Unbited States by order by help studentsbecomeyyaw22222o22ho people verify knoyledye, engage by thoyyht, ayd arrivy at decisions (i.e., 2underbtand "cyltyral heyristics"). authority. There are validyauthoryties from whoy y n bisbtayghtbyoygatherbynformatioy ayd beliefs. Mch yf yhat yebelieyy (ad myyhyofyhatbyedyyyotblieve), true. yyy yycieties selyct222dybhany2 aythyrities differs fryyoy cultuby yto culturebutatoyyyremainsby constant 222222s yya 2 yrimar yysorefknwdg. Tb ynder- stand2 ybehavior iyacultur, yyneyusb knyw hyy yythyri- rations). Within a ybvby bbltubesomepatterns, sup- porteb boo by authority, a by 1oylgitimatebhaton just thinks by 2ne's way 2ecause yne's wy isb.consistent 2No±t2 Ayerican:bI brokeyybhe 22watc y (The watch broke2onby . Ib bhe firsb bnsbance, 222212 bnsbbyabe acbbons 222 bhe yconbrol, and, bynbtbisbinstance, byo222u2epeople12222. 212 Layin Ayeriyay's 222 22 22222 2bffers fryy bhe borbh 2Ameriya's. Genray speakingby, 2 Latin Ameri- cany coceptof pbay 2222m2ndy22thab bhose bnberacbbny bhe Unibed Sbabes. byampbes are: (1) 2heb bnbolved by a yynversatiy,Labbin Americans stbnd2tbobc2222, by bbrbh 22yyiyay sbandards, by yye anotber; 22 (2) bo protebt bhibrbchildren by 2ypenbiny myorebbime2ib 2ulture, bhey yybu2sbybe pe obecomey2awa2222of2hob people 222e22222ebyn22222rbboyyommyybcabe. Labby America provides yne mirror by ybbyb sbudenbs 222 begin POPSITION 22:2O22 may sbudy yculbures btbe2 bbab 222t 22 bb2 Uybbed States ibyoyderytobyelp ytubentsbecom222aw22222o22ho peop12 verbfy knowledge, 222222gbbibbthobh, 222 ar2b2e 22 decbsbyns (i.e.,2 unde2sbabd "culbural heurbsbics"). aubhoriby. Tbere 222 22222 aubhoribies 222m 2hom 2n2 b2sbtaugbtbtoygbtherbynyormabiyy an2 beliefs. 22ch 22 what 222 believe (and2muchbof w222 22 by notbeliebv), brue. 222 societies 221222 ay2 222222 aubhorbbies differs 222romJcbltubre2tobculbturebtoy bemainsb constanbt22s2ayprimary 222222 yf knowledge. 222 un,22- sbt2bandyyy2 2behvori acltr, 2bemusb know 222 aubhorb- rabions). Wibbhin2a2±2222 222±222 2222 pabberns, sup- porte2 ±o2 by 22±h22i±2, 222 22 12g±2222±2 bhab 222 jus tbb si n one'sb2 wy because on's wy isconsisbenb (±22e22±21h22222e222 22.) Iy bhe firsbt22n2±2222, 222212e±ynstigate2btions 2±2 ±12 control, 2n2, iy ±1i2 ±n2±2222, by 22222 222212 12rm. ±22±1 American's. 222221112 22222±22, 2 Latiy 2meri- can's 22222e±t22f2space22222222 ±2a1 ±2222 ±nteracting ±12 United 2±2±22. 22amp122 22e2 (1) 22122 ±nv222e2 in a2 2onversation, 22±12n2Americans 2±an2 ±22 21222, by North American standards, ±2o2222 222±122; ±2(2) ±2 protectbtheir2children by 2p222±22 2222 ±222 i2 222±222, 2hey 2222± 22 221222 ±2 222222 22222 y2 ±22 22op12 222 sp222 ±2 22222 to 222222±22±2. 22±12 222212c2 provides 2222 mirro22±n2which 2±2222±2 22± 22g± ±2o22e2cei2e22222e22s2critical±2o212e2222222s22f2222. 22222.2 222±fy 222212222, 2222222 ±22t±12222, 2222 222±22 22t222±2±2222 (1.2.2 222222±222 '222±2221 2222±2±12,"). Any 222±222 2p222±22 primarily 222 ±22 222±2 yf 22±1221±2. 222222 222 val±2 authorities 2222 2222 222 ±2s±2221±t±2o222±222 information a222b222122. Muyh of 222222221±222ve(222222122212wha±2222222±222±222v), 2222. 222222±2±122s22222±t222d2222222 22±222±2±2, 22222±an± 22 2 primary 222222 of 2222122g2. To 2n222. 2±222d22122±22r±2 2 222±222, 22n2 222± 2n22 122 22±hor±- in 222e's 222±22 o2 la2guage patterns (2±ng2±22±2 222f±g2- rations). 21±1±2n2a2±222n222±222e2222e2p±122222, sup- 222222 ±22 by 2u±hori2y, 222e22o12e1±ti2±2e±2hat2222 jus± ±hink2 in one's way 2222222 2ne's 2ay is22onsisten wi222t222common2sense±22±22222ry2o222±22s2222±2222 2222 (2212 22±21 12222e222 22.) 222 bhe 2ir2± ±222±nce, 222212 ±22±1g2±2 22±12n2 222 ±22 control, and, ±1n±2±is±2ns±222e, 22 22222 222212 2222.  misi the point. Poplbebieveu their prceptionsar accirate and proceeto behave sif theirintepre- thinkis he tinkiband vauiisthey vtue, on iust interpret their thinkinig nd vaug in terms it their viuifetofit oluiad people's placu in it. fTo iearnto view pihenoenainithis fauhinis io acuireian tnder- standing if iiutuaheuriystiis. PROPOSIT ION E: Oiu iay suiy cuittuesithiuthtiutthat if the Uitei States in orderto hhlptitden~ts beciuu iwire if hoi "cultfura" uii "histoicat iconstrauints" guide uii shape umainihaiors. Cultiueffucts howiapurson percivesu.his/heuen viromenit, the bhioriyof othut puursois, uid eenhis/ herowubehaivtir. tuitiuedies thiu iin ay tays. ft mecihianism hougi ihicih itueiopeiites iy beue if reffrenc.Thfiultbufura cre unctfiioiiiuby ieter- miniig io ha tuivets yeiple wil buy attenion toi. Soieuevetsitcomiuutoiattentin by iassig through the tiultualuscree; itheufevetsiiudo iiotumetoiipeople' attention becausu they auyusceeneuiutiiby thei ut hu. legitimateiuways by tiihiichetsuriterpreted and etaltated. Foy txample, ciizensiuf thUntibted States aruulyimitd i to mefaet of iberulismuwhther theit oieutatit isconservtitu it iberai. iays if interprtinig andvautatingevetitnu uiiaiiiiiuernai- titivsuviluabe in ther politicualitraditions that tight beustudt i ysoling prbibbutarye iot tyically liberalframie ioffriic, ihey, t, ure illegitimate und not "oth y" if ihe iulur.u Sttutu tsuoeikuby to buiouu uwatu of cuturat screens if tbey suiy otherciltiuts itt seuk to learntoiiayfatttioi ii those evutitieidbby memberuf aunouth hiuture. Thu iaie pobability holds tufitrithltralframes if yefetetce. In shrt, itroughthe utidy if otbe ul ittueststuets icii ieayt ti operate intuletualy inideolohgieu tha tdiffer ftiu their iwn. Thuisii i uitrnhacs hihubyability ii compfuhund aii unalyze thebir ow ctiualuscretusugn shp the bhiristyiica f unotheuttultu. tnu In suni, peopleyerceite, interpret, uii uuke de- ciionstu itibithe bbmits if thei ut u. fTotrgu theucomparatitu irt if theit interpretationhuisi uiss the point. Peiple believu theif yerceptionsar aicurate and proceedto ibehavtuasif theiri tuif- tutioni aetvaid. If oiisiii tt ndrtund hy people thigi buthy tb tthnnvueu ibey vaui,oniiusit interpret theirthibikig autivtuingi tetusif theiy view if iheuwoifitnduii ple'ip lace tTin it. Ti hearutot view phenimenain ibsugfashion u is o cuirebynunder- stig if tihltualheuistics. ibiOiPOfITIN E: bieuay sudiy iultures ithef ihan that if theUntet Stutesiinytrderiiohelypttuets beciieuawtru if bow "iutuua" aniiisittoiiiiontraints"uidtutuud shapu hunbhavgiors. iiiltue ffeits hit yuperoiipercivesiuis/het en- tirionment, the huhtivfiorbuf thetfeison, and utunhis/ her iowi behaiorb. Cultiueidoesthis in utny tiys. Twi meihanu iiss tughtihiihtuluiytoperat ifaybeue if fuffreic. Thueicuttural srifu uncitionuby dteru- miiing ithubht ettpeoilhwill buy uttinii. Soieuevetituoiieutiittentinby passing throigh the iutifural screi; ther etents iioiiotiuomeiioyuiople' attentiii beusetheyuareucrenediutiby tbeitiultfu. legitbittu ysby thiti uvunts ure inteupretet uit vutetd. fituxumple, iitizeiu if thetUiteu ttes axe uuialy lhmbbub ti soiu faiet if liburahiuumwhetbuy thuefituritatin isciiiervtivetuobylibeirui. bays it itertybing autievauiting eients iii uotial uiterna- tiveu availabu in thut boliticai traditiinsthabt might beuseutinrsoigyrbhuut ureiit typiiaiby liberai frameu if eferecethe by, ioi, are illegitimate aii bit "worthy" if the iuitue. Stitents ariueibbriflikey obiiii uware if cutiiurai screensif tbey sudiy itheulititei aii seek ii leiri ti bab ittuitioi ii thoseevetitinoticet by miibers if aiitbut itltute. Tfbism yprbabbility hilds tiru fif iulturframeiiiof tufutuite. nushbuti, throgithe study if itbe ul tr tiudn titiian iearit toipetehuinteuilileictuayin iigieusbthatdiffuy ftioi thue ir w. This it uinurhacstheubibility hi Hitital cistitsilsbotfunttiii ii yuitu iii shapieiithebhiritypticiubof unitbe ultbtu. Oi In sum, peiple yurieive, intefbret, iiidimaiiie- tisiin i hibihe i its if theiy tuiture. Ti tygue thu comuurutiitriuth if theiyrbinturptetation is to iis pit. feople bbievtibyerictptions are acicurai tii roetoiibehiti as if theibyittupti- tibi trevbi. If ioneii i t oudttndiwhy peopie thinibasutbuy thinib iii iilu a bhy tutu, oiimtb interirtttheiythiniig iii tiluingi tirmu if btti tviof ihe iirlt aii peiple's pbiiu ii it. Ti buuryiti tiet phenouuenai tbisfauhionis io iiuirefu undeiru- standbinof ulturlhiuristics. ibiPSITION E: ine tiy itudy ttultu bure t hant hatotheUnibtet itatuusi rduttutheibuy tudents beiiiueiiatu if iii shapyumiiibebhavirs. Cuturtitiffectihoiiabuersii iurteitui bis/ber Tb- tiionmen, the bebhiiioof ithuf peruins, aiiieutubhisi her iti behitvir. iulturi tiuuthu i uin ay tuyu. Tii meihanismuuthrtifit ic h bctture ibefatuu iay bi e if reference. Tfbicittaiti creiyuunictigns by dteri- imiini hi wha tuvets peopleiill buy ittentiii ti. Same evunts coii ii attentioi by pbsiniiithtoiih the cuturattl creen; ithertevntsuohi otcoetoiiu peoyuple'u attention ecuseuthy tutesceeneiut by theiriuitu. legitimateu wayi by whith ututentu reinterurted taii vutedu. Fitixumpli, iitiiiis if theUntiteuiSttes reusuauiyliuitetdi tu mefacttof tiberuhismuhethut theif oitatti itiiuscosevtivetuortlibural. iiys if interbprttig auitvuting uieitsaiiisoiaihalterii- tituu ttailabu in thut bolitical btaditiintt mightt hueuedin tustbting prbbbturiyunititypicully hiburuh ftamu if tufetuncu, thuy, t, uyu ihlugituuat antt iwotihy" it th ulttturu. Sbtuentu iru moru likuby hi butoueuawuru it cuhtural uttuuiu if thuyfsudy ithut iuttuesittduuui hi luurn to buy attueni i tiuutos uetttuticiediby uembersuoitaiotherul ittu. Thu uamu probabiity htutu ttufib tultthtu tturlraeoffuetu. Inuhrti, thutugh thu study if it utbuuueubstuetu tubluiti to opututu inttulutle tuuln ieilgiuu thubtdiffef ftom thit own. fi itn tutur cstueir ibility ii itoptehuit atduaiulyuu thir itt tultual scuutnsiai biiistittunstrintu ulutfunctiontohiguiituant uhapu thu buhitiorsuypial if utnotutettultu. tnu  example from Ltin Americasuffices. Te sytem o land ownership bas histricaly functioneb in cn straiinbg mnn sitS regardbto cutbrab patterns. The division of lad into haciendass(or s Sssbbs) has been a mjor factr in Latin America. It hbssguided anb tensbddSbshape edctionablsandsbconomilde- velopmet in maty ways. Bcausbf this systm, the upe ss has55typically devaiued manualiabor asibx ploited the sorking classs aibthe isid sitS nersulbt bing the fact that prbdbtion has traditionally been focused on prdction ofrawsmterials. Udrstandbly, such phenomena have nt always generatedbthe pital or pursueunivesal iedcatiobbs adsired goal. Memibes of alsibulturssare imited by istorical cbstrabbts. Th studybof suchbcbstaitsbibnthe cuture bblds promisesforhelpsing students becombmor PROPOSITIONsF: bbs may study citures otherthsi that by the Uiited Statess bborder Sb bely students iearb a range of "concepts", sbbbh bs ybbyncts by soiastrastifi- yatiob, sialiconflict, social chnge, sadd yoci justice. Concepssnbleb one tSbcbtegorize, interpret, and snalye pbenbmenain bbtheir onsibdin bthersciturs. To treat isbybiminteby different thibgs asthough they wee quilet is tobuse abboncet. Imagine twobmen movbng at iffsrent syssds. Each of the men may be bescribed asruninbg. Thewordru n51 refers to twb discriite events (two men moving ab dibfeyent spssbs) asthougbh 5theibehavior were equivalent (thbsames). Hnce, thbswbbbbrnying5refsbs to a concept. bmagine againtwtbbfurry ceaurs sthat bavs shrp claws, make the sound "meow," ansibbtrees. Obb s blackband thebthris hite. Ec bjbbectbay bebbn- ceptalizedS5asaninstnce ofbabct. Herethe wordbct yefers to discr~iitely dfberent bbjects a bbhoub they were eqivalent. benbe, tbbswbrd cat bs albebl foy bbconcep. bibs leabbed, bobcepts abe bcybstsereito pat- terss ihers thebbrelationship ssbsbewcoes s ex- plored. Tbs exploration yids piciles, hains bb bbncepts, sbuchbs hllbowing: 55 social stratibication, thenlibmited mobibity. examble frym. LatinbAmericbsufbfices. Tbe systesi bb band owbbshibbyhbsibistoricabby bbbbtibned inSb on strabiingbmannersth regard tb bbltbbal yatterns. The diisinbyfbsbd btb habiebdas(bry ssbsbbbs)hass been a mbjbr fatbb ib Latbibmeiba. It h5sguidbeb anb tebbeb tb shays bbucatibbnab bbd ebbnbmbbab is- velobpmentbib baby bays. Beseofbbtbbs system, bbs upyyr classs bastyyically bdevabuedimabbal iabbs adsbx ylbited bbs bbrking cbasss sib bbs iand bitb bne result being bbs fact tbat ybbdbbtibb hbsitraditionally beeb focused bb yybbbtibb by yab materias. bbberstabdabby, sbbb pbenomena havs bt albays benerateb bhb bayital o Mmbessobbasibcubture ar liistedby bbstoicab bbstyabts. Tbs stbdybbfsucbbbbnsbrabntsbin bbbbhe bblbbre bblds pise for bshbspibg stbdebt s bcoeb or ybbbOSbIbON5F bbbneby stbdy bbbbbbes bbber bban bbab by tbs bbbbsb Sttss i brbey bb bebystbbebts bearn 5 rabge bb bbbncpts, sbbb s tbe bbnbeptsobbsbbbalstrbytifb- bcbbi, sbbbibbbnfbbb, sbbbal bbabge, abb sbbial justice. obcebsbensibbb bbetbbcabeboises,iterpet, sib an bye sheomni hi r obbsby dsinbbtbbbscuytbis. Tbtreat bsbrimbnateybbifbret ibb ssbbbugb Sbey were qbivlet sbbb obbseabbobcyb. Igibe bbb men mbving ab diffbenspeysds. babb bb bbs meb may be besyybbes runintg. Tbs bbrb _u_ ybyg yebess Sto bwbisbcbibibte evbbts(bbb meS mbbbbg atbdbbbbensb eyeds) abbbhbgb beibevbobswbb e ebbbbabenb (thbsasse). Henbe, bbhebbbbdsrubnig rbfer tb a bbbbept. bbagine abain tbbobbfurrbysscrebauressta aesp bbabs, makb tbbsoubbbb"mbob," sbndblib yees. bbs 55 blacbiasibhebbshbbbs whsite. bscb bjebt ssy bs on cetbalized asans acebctbbbb bb.Hbre thbssbrb bat refer5sbto isbriminatbeby iffssst bbjbbsbs shobugb bbeybseresqbbvalebt. bebbe, tewdctbsbyb sbs lbeb yby bbcobcpt. bbbb learned, bbnbepts bai ST bbstereb bbtb yat- tern5sibsere bbe relabionshby betwees bobbepts is Tx- ylbsed. This ebylbratibb yields yribbilebs, chains bb bbnbepbs, sbbchbs hbboloingb If sbbcisbratiicbtbo, then bimitebdsbobiity. exbmble from Latib bmericbbsuffbices. The systss bb lasdbwnbshisbbyas istbribally bbbbtbbnesbi Sb con straining mbnnbrwitS rebard Sb bbltburalysaterns. The bivisibS bf banb intb haciebdas (by bsbsnib) hbss been amabor bsacto isbatb ei ca5555. 55 bss gbibed sib tenbeb Sb shays ebbcationasb sib ebbbbmibal be- velopmen5 Sb maby says. Bese of Sbthis systeb, bbs upp55 class hasitypically devalued manual iaboy sib ex- pliiesatbbs bbrkig 5la5sbbanbbshelad itS one rsulbt being th5 babS that yrbdubtibb has traditionallbeen focusdbboybbbbbuctbbo bawbatsials. Unbbstandbly, susb phebimens havs bbS alssys generateb bbs sayital by Mebes fbbaslbcsltures S imted by bistoicals cbnstraibbs. Thesstubybofsbcbbbbbstyaibts in anbthe butrhldbbis yybbsobmiseorelii studtbb s bcoe or bROPOSITbbNbF bbs iay stbbycbbtubess bther bhan that bbfbbseUted States it bybsyto Sblbstudent55 s earnIa55bngebf "bbnbepts", suychs s bbbbcepsybfbysbocistratibi- batibnsocbbicficbbtbb, sbbciab bhange, asibcibal Conbbpsybsnable onbetSbcbtegbrize, interyyet, sib Toitryas yiscinabsS~tlyisfeensisbathoughbb they 5were bquiatisbsbtto5 use bbbbbpt. Imagine tws menbm5v5n55asdifferyett speeds. bacS bfytbbsmen msayb55describes runninbbg. Theswodbsb ning refes btbwdiscrimite evbents (two mn iinig at ifferent speebs) as thoigh their behaviybbs r eqbivalent (bbesames). Henbe, bbs wbrb rbnning sefes Imaginbs gain bbb Sussy sssatuses thtbhavebsharp blas, make tbbsoubbbb"meow," sibclibsbreess. bbs is blabb sib bbs btheb is shite.Eachsbjecst may be on beptuaized ss an instac actssbs b. Here thewoydyca refer~sbodisbriminately diffyrynt objecsbs thoussgh they wsreseqyivalenst. benbe, bbs sbrd bat is aslbels bbbcebleasbeb, bbnbepts bas bs blustereb ibtb pat- ters wheresthbbsrelatibnship bstwesb bonbepts i5ex ylbred.bbshiybsbbloyatis yspinciyles, bhains bb bbnbepts, sucisithsebsobblowing: Ib sbcial stratification, then limited sbbility.  With such iue ad inciiiples, students caningagini plaitngphnomenaiididntdnecessirily btauht iiib intercultdual sttig. iowever, ioiiepts doihavei range. Tere iii piint it whicbafirry, Pour-egged dig. Thisis itodsay that iiiiepts have aiiangeiid that phnimeniuit dhin this range iay hi iicurately flic, siiociachiige, orjustice. Thuisi ilsi do iiy tht i inrdr doieach studenti to iitegoize eventsd ddobjeiti iiiurateiy it is iecesiary ti help them teittheiilimits of iiiiiptisiuid daw boihdiesi. LatindAmeicaii i oder itidyeltudenti hiiri ti think andivauiconiiiptiaiiy. dAioig thii piisibli wiysire iii verify priicipled by wichdidniillhciuaihprobbimi PRPII ONdi : Oniiimaiistidycuihtirei ithir thud ihit d thi bniteid This propiitioniiilariifiid beri byuig iii soiiiib dsitucreibi tibiibhooi asiaiiixampl. Ineveuy soiiety thbreisii iniid di idequdtedy soiiiliie ihb i- dividiils. iyibiii di iirmih ididiii ichobiibicom- ioihy it iid hibihmiiitbiiineed. Tdbsoiii ddtatiieiiieniiidii iicimmiiidseiiof ioibi. iii iiiipli, tii rehatisiipiyamonig siceiipyipbi, teiibirs, idmiiiitritiri,iiindiudits maieupibi kidibedg, addauhidiof thiiscieity. hi i uefliitiii of the iiiiiy oiiwih it iisdbid ini yart, thu ichoob tedidoainaindidisoiieiiiidihteidduiiciaiiutratii- ficaioni. hiiichiihiiayhlsiiioidiyioriiiegiiidio iiy popiuaioniwih isimorieopei ii ihaigu dian ih rest if thiisoieity iiidiihusfuiiniition opromote If miiiieuciiiini, diii ipitaidsaiing. diiiiWhiiiithhiiyleian piie, iditudiiicin engeini pribhiem iihvigiiid priblid yiiibutii. iiiiisusu rpiiripiiseisioiiiainiaiyzingid iex- itiriiltriyiheiing. iiiiever, iiiiipii doihdiii riigi. dhiieiiis apoinit iithih i fuiiy, fidi-lidgid aiaiiiasiiiidibdiahieiinuhg iii iii biiiieu i baringd dig. Tdisiisiidisiy diii iiniepii divi i riige iii ihii phenienaiiiiithnisiirangu iiyhieiiiiuiiibly identifiedisinstiiiiiiiiof aigiven iiniipt iiih ii ion- flii, sucial ihingi, juiii. Thisiisiiihiitiisiy ibatidnidiii ii iiiih iiideniiitiiatiiifdiiiiiib iii ibjeidisiiiduaihy itis neciissaiy to diip thm dieiiiithieh liiiiu cocpti iii diiibudaiesii. Oneiiiyiusyheniiinaifriiiiiaiohercdiue uchii Liii meica ii ordiritoihdiiisiidiitusdiiarndioihik adiauiuoiceiuaiuly. diiongbdesu pioisibie iiysre ficiiiti; iii, tiihbuy dtdeniti ixphiorethu iiige if iiiiiptisdiiiirndiidtheiihidtreiiniihdiioiiiexiio iiiiher iiltdie;iiind hri, diodiilpihididentfiimuilaii aii iirify pricihisby ihiiichhiiedietihlprbiii Staeiiii oideyrhhtitddiidmiy leiiiitdiexplini Thisiropiio iiii iiiariied deriby uing iii soiiiiibiiuiiudiiiiddieidih iiiiiiiiyhimpl. Iiieviry iiiiiety thereii is ed to adiyuteiy soiiiahieiiiii- diiidiuihs. iyisiiisiifiorialidiiiii ichioiibicom- idiby eititoihebpymiiidtdiiinbud. Thiioiiili iiimphe, tiiieliiiiihipi iiing sice piieoile, iiicheyi,idministryitiri, iiaindidntiuhakeip ih dhiiia d diiuitur iuiiitif diho iidiiheirircioiii s biniwhidge,aiiivauhiiiof tiiisoieiy. dAsiaurefleioii ofitheiioiiitiy if ichidit is bid oni yirt, dii iihiih eddi diniidiii diieihiiiatieriniof oiiiiitiryii- fiiiiati.Thueidiiyhoo iiyuls poidfiiuiisgmeniiii diypodulatiii wih is moriiioieiitoicidigi thdi dii rest if diheiiociety anidiihusfuions to proyiiot If diassiiduaiii, tdiiicaiiydiaingi. itdi iiduhiiesaniiicipiesi, ituidtsiianuigigeind priblemioiinig aii yiibleiirsoiiioni. Cihiepti iiiful iii yiryiiii of iiaiying anid e- phaiig phenomeni ieed not necessiiib taughtiibd ian riige. Tdrii a ipouii iddihicify, iiir-begged dog. Thisiisiioiiaiiihibidoiiiiiydihdiiiairaiieiai diii phiiomeniiitinisiiandiuimay di iiiiritily ddintifiud iiiisiiintceof adiveid iinieyd ibid ii iin- ficit, iiocichiige, ii jiisti. Tdisiisialshutdisiy ad o bjiicisiiiiiubey itisiineciiiiiy tdihdiiithem diesti thed iiiimii ocptisu idddbiiudries. Lainhiedicin oridei ii diipitidentsilernuio dinkiu didvauhiioiieiituaily. dAmong dhiii yiiiibli iiyi re ficaioin;diii, dihbuy ituidintti explire diiiiige if iioiieptsiiiiearidiiin hiirdtuein thdiiciitextdo diithei iulture; addthreii tiihdiiisiddiidiformuidid addvuitfy priiiphei by wichdinteiiiiulihpyiblems PRPIIONidid Oniiimiy itudy iidturuuu ithii dianitibidofitdiiUitddi itaiesiinoridii diii itddiidimiyleiinitdieipyhibi dhiiipopyiiuiiiclridfiddheireby uing ihi soiaiihstrucurdiuf iheiihhliadianiiiipii. Ii ivery soiity thiieriehis ed to iiiquatiy soiiize aliiin- divbidhil. iyitemsi iiffirmlbeuciodiiriisihoioiscom- miihyiexistdiodhepyiditidnd. Tddiiiidih addsiatusii ientiiid ii i ioimii iii if goihi. iii example, thiieionsiihipis among sice piiyoiyh, tiiiheri, idminiitritiri, addtuiditsiikhup ythe biiid upoiihaidiiixpiiyiioniiiofibihivioi did pirpiii. dhroigh theuoiyrionuiofiithieiushiasisoiial kniowhudgi, iid faiuei if tdiisoiietuy. hi i iifhiitiii ifthiisoiiiity iifuihih it is but ini purt, iheiidh teddi ainitiaii iinhiiadpteii isoiiaiuhtiraii- ficioin. Tddschoihuyhlsopovid fiiiiusgueniiii dii pipilitiid whiih is diii ipid di chiigi dhdi dii ieid if theiioiety did thdi duncionsditoipromitd  11o11a. 1hange. 111se function1 bay be manifest, ib that tbey ar Iaparenbt; o 11aten, such 1111 Ibey Inbso 711ases by ystem o leducato 77may roduceIf- fe1111wichbab ebyfunctl orfl r bbharmfu, .e., a emphbsisbo 711ca1 boservationby1choo1 bdmibi- teaching, lbrIalmobficatiob lb the curlublab 1e- sult1in1fewr7peo1le aqiring thIbills neebded11by the society. fuionbbtbdentbbbma1117naly7e7and explib lb aspect by a sobialbytem oy insbbbubbob. bbbbbb Labbb lmerbca, fly example, tbbbedcatioblbblsysbem may be eni terms1oflbts1socilbcbbbexbbrather11han7.oblbbbbiffer- patbernb fbyoiabl bbratificbbbob. Tbbb bould abso lead bb wbat bb taugb1 a71 bby lb lb laugbb. bimbbar functionare71plylblbbtlbpoltllbn eonomi Staesin bolrber lbo lyelbbudetblealrbbbolbi111r177 yarticubby1bblbr heomnainab clture lb "functioning If7obbbviewbsbill ofbeh11111orlin anbher blture, lbnbbbltion froblbthrbevbnt, olbbslibkbly lb p11- ceie biorlthaIblakbsbbl1r1a111ebll bf bbbbb lb mebersbbfbtlbtIbltur111ut IllaIIp111117strange, bii- lous, orbzarrebtoboneasbabbbutside. For1xamp1e, meml I ber tefemale sebi Lat111in Ameriama7 lk wbatsoeveb. Sibilarly, wbnLatin A111ericanbbmbbbwho are 11111d, 1eet, Ibey 171elly tlbr11711onl another spobtanbbbbly. Scbblbabibbslbb re1n1 basislfob a sese bfrleienibty. Sucliblate behaviorsbbare functioning lementbsbbf1a11u1tu1eIaIdbabelbob111e7- A17bybaior tblt 11111 to occur bptitiely 1n anbthbbbcutu111funions bbIplbtybfl lbaIbbcul11re. Tb kno anber ofbsuchblementbbabdllhbbbay these el- mentsbfuncton individllbly 171 1n 1ntbr11tion lb bybeb tominta111hat cbltu111r1lbis t1111gilbtblhave11n1711- stning bofb 111tha171 bulture Ibinbb f oceeinstabnces. social change. Tbesebunionlbsbm117 b banifest, 1 1ha1 lhlyare1apparenbt; ola11111, 1uc1 11a1 Ibby become 11711111 obly 17111 1im1 lb tbrough an117111. 71111 wichba171dysfunctionallbr171 brmflb1, jIbe.lb trators ma7 result intea111111istisfacblltn andpoo teaching, lb I modificatio1 Inthe11c1177111117m117r7- 1su1t11n71ew7e711711lelqulring 1h1 111711 111111 by IbI soc1117. bibh the 11111p11 lb social 11ru11ur1 171 fun11111 student1 117 1111711 atd 1171111 an 117111 lb a1s1cial 171111orlbntibtton. 111h11 11111 1m17111, bor xale,the11ducaionb171yste11b7ayb seen71- fr111w1atlbe11o.11tudent171oul1 exa1111 schools111 1111s of 1u11u1al111711s171d117rms whi111711.r11e1117 1177111111we111s7he11eh11111711lf111ch11711171p17 7unc11o1 111 applicblblloIpoli111a111an11economi1 1711111. 7171111117 phenomen1 in 177 1111171 11 "functioning c1111 11117117 1111 11111 1 geat 1111lbf11111e t 1111171 lb 1111 1111171 but t1a11a171111str71ge1bri1icu- lous7obizarre to1one1as1an1outside. For1xample, 171 7711111, 1111, 1117y111r1111klobr11111onl anotherbspontaneously. 1l1bl1h bbehos7r b asisb11o a1senselofbrl 11111117. Suchlbslatelbebaviorb 1r1 another 1111171 functions 11 7171 bf 1111 1111171. To knowba number of such e1ements 171 thebay these 1le- lbnts1111111o1111iv1111171 anin 111inteabiln17n1o117- to17baigtlbn11hat1111171r1i1171beib tbblave111117111. social1change. Tesebfunctonslly belanifest, It 1111 1117 ar1 17117111; If 111111, 1uc1 1h11 1117 111111 1711r111 1117 17117 1111 77 through 17117111. 71111 wichlabedysfuntionalor1arearmflb 1 111, .e., 1 emp11111isofis711111onservation1by shllldminis- trators may71111esult ib ce issaI~tisfacton 1n1 7oo7 1111t 71117e711711e11quir17ibgtesi11711111111by 1h1 societ7. 7flb 1xamp1e, IbI 1ducationa1 171111 117 be 1111 11 terms ofbillollobntexbtllath 1111117171-ffer 71111111tlbe1do.11tudentsfIouldl1xam111 1c11ol1111 terms11b11ultural11al1e111711nlbms w1ich117d11171 171 buncionl ae aplia711111 oliicalan1117.mi Ifsystem1s. l 1171171111 1111 PROPOSTIONlHlOne 7711stu 111ultues1othr ,thanthat111117 Uite711 St1111 11111117 1111e11111udegt111earn1tlbi11111ret 1111171uIfr1111e111117il nylt111 11117"1117c1,711111 elementlb 1111e71nderstood1in1term11117.hb bu711re11, 111171h 7 the 71111henome 111n171111117111 1117 on11v117111 it1s11f 11711ior1 lb 1not-er11ulurebl lo1111olbiz7111 11111117. 1111utider. For11111171le7 mebers of thegfemalesex in 11111171erica171ytlk117 771111th11teet1ol1i111an71wlb 1111 lf-1111171. es 117tsover.liiar1111w11111ain American71111n,17ho asens 1f171117 dnif ty11 11111117isltebyh11111s11r- 11111tion11111l111111111117c171ure 1n117r111o1b11in7117 pre1111111ithi 1 111171ontext 1111 Iha 111u17ture 1 11171117 vIo1 tha1111171 to 11711 lbpIiib11117111  Lati Ameicia ffords asettig ithin shich students cnstudy parilr bhaiorin orierhi dterineistheirifunction. Lath inmeiaaloprovides asettig sithihicih itudsits cnaayze relation- slips among partiiularbhavioriis ths fit it the iiOSIiSTIONI: SOniiimsistudy ctitures oie tf thaSlt if thi United States in irder ti highlight elementi if Uited Sttlsi iultiurs that aes omnthy sare fteinStanfor rated. about peple in gieral iii ibout themselves. In irder Si helpstdents bhomesenssitieti thitideagsiind thir ifsgs, much timeis iidivted ti study if U.S. history ini U.S. iuture. ielpig studeits becime iwr f thirow cltue, hwever, is sometis Maniyasipects if U.S. iulturiarso commonthat students gowig ip in .S. iiltiie ssu Sliatt heifs 'iish intur iswy tht allimenifiiommiiiieisefollii. It is difilt toiniterest studeits iinsansaualsis if 5thefrf i iwoldbecausi hf presumsi that they aiready kliiiail they ieed to liii ibout "this lind if stiff."Contfisting U.S. iultiueiith aiothef iultiure such us thit if LhiSAmeicSisuppliesi inemithid by highlighted sid pircived in iersisf the iigifiisiie Tiaihef Lahiritiry I iifliwith aifiop if fiut ii fivt hfrteiiherfiiiiifdef ii tomplets this lah. iiih aitiity it thie lab i rcdddbIfdiretiois. Foloi ihs difiitiiiins fuflly. Latin dgimeria ffiids iasting sillSn w1i1 stdeits iai itidy partitularibhavtiis iif oder Si deeinistheirfuntionti. Lain tmedicaiisidpifvides astting ithiihih stdeits iaisialyzi ieliatin- ships amiig isrtitularybhavuirs us thes f it inth hhs iRiPOSITIONlI:S Ois iy study cultiissoth thsi Slit if thi Un55e5 Shites S inrdei hi highlight ilemeits if Unied States cultire Shutaes mnthesuu ly areifteitaken sifoi a1out peopleiniiguseral aiiiaslut thesesiu. Iniidei Si hilp students becomesenssitive hi their55deasiii 51eir bises,muchsiime iis dvited Si itidy ii 5.S. histiry iii .S. ciltur. Selpin i Situntsbecim awareof tlhiuw ur S owlver, is somet ies Many ispeits if U.S. citurei ariii so omonthSlt studeits ifirowiup iii 5.S. cituiiissumis Slit thuirs is the iatiial sip thaS ill menioiioisiiisssfolloi. St is Sdiffiuto ithstsi tudeits in iiaislysis if t1heis aidliar iiiidbecauisi thei piesiseStaSlipe alieadi liii ill tSlipnisiStoSinliiibsttthis IkiSdif stuff." ioitiastig U.S. cituis sithanothir iultuis suil is Slit if LhitSAmericai uppieis ini suthid b comnin iii ieliatielyiniqis Si U.S. iiltuis iin Is hihlighted iii percived istersisf theiS significaici fo ot Amhicasluiut compiete this laI. Eachacitithiiinhelab 1i iissoee d irectiions. Filliw thisSdiitions iarefull.. hiSaistieri ffoidis aiittig iitindwh students iai study pairtiular lihaisinordei Si deterintise5iSffuntioni. LSiltAmetict ilsi piovides asetting sit ilih studeti iaisislyis ielatioi- ships amiig particulariehiorlus is ths fi55tliiothe PRiiOSfTIONIi:SOitsmaupstudy citutes othrdliii Slut if the Utited States iniorder Si highlight elements ifUited 55a5es Suitr ts itriiiisoisomminihey ars ftintakenitfii granted. abhut peoplein igieial aiiiasout theselveus. Inodef Si hliistideits becimesenssitis Si Sheiridesiii thie ibissuiltisiissdvttoSistiuy it U.S. hisoy sitSU.S. iultire. Selping students lecime iswiseiioStiiwighutr, loievei, is simeties Siany ispeits if U.S. iultureiariisoicoimoithSlt studitntigirowig up in P.S.cultireassiumeththiSh51r5 is ittlstudfliwytaill iei ifciissensis follow. St is diffiight tSinterstsistidents iutn ailyis f theirPuilistrsworld leiiise Slip prsuimeIthaShip already know ill Ship isiS Si kdiiiaslut "this kitS ii stiff." Citrasting U.S. igut 1 urewthaohriulturi suil is Slit if Lat551Ameica susppieis inimethid Ii homni and islutielyuniqis to 1.S. culture iii Is highlightedd iperieived hinisrmsif tSirysigntifiianii Pseacher Labortory S Woikhiithuagroup offouruy ive oitherteacheiliii ordeistS completi this hI, dich uactiity ih h lbis proiuisi ly diictins. Fillo. ths dipectionts uarefuly.  Ativity 1 Direct1ins; 1111 ssumpt±insnelight em91o9 in 19119 to j1s1199 suling wit11ther membersi 19 9our group, 9111 191er these prpos9iio, and s 1o1util 9ou 1119 p1aced1a"9" by the 9wort popoitin. One may s119u1119u11111911other 11a1 1h11 of the Uited Statesin1 One ma0± s1ud11119 lt11e191ot11r9than±that If te t ed 1191Sttes __ n_ I ay 119ud119u11111911o1h119than that If te t ed 1±11States11 111111111, e1gag1 in thogt, 111 19ri11 1t decision1 (iie., 191191t191 "cultural heuristics"). One my 01d9 c119 re11 th19 th1 ht o11 f 1h9 111111 Itates i1 or1er to 1119 stu1e1ts 1111m1 a11r1 If how "11111911" 111 "historical constraints" g9111 a9d 11191e11m1n111havior. __ n_ 019 119d11119t11111911 he11191111h1111f09t119U11t111S111111i1 or1er to 1119 students 11191 the 111g1 of "1o11e911" such 11 1he concepts of social stratification, 1oci11 1onflict, 1oci11 11111, 111 soci11 justice. One m011 119d11c19t11111911 he11191111h1111f19t119U1it111S111111in o9119 1ha1 students 119 11191 to explain social1p911111111using 119 concepts of social 119u11191 a11 9un1tion. __ n_ 019 119d11119t11111911 he11191111h1191f19t119U1i1111S111111i1 ord119toIh1119stud1nts1l11r91tointe1199911particular 911111111 in 119 1111191 as "911111o1in1 11em1111" 10 1e 1n119111o1 in 11911 If 119 1111191 in 11i11 1h9 phenomen1 1cc19. One m0±1 119d11019t11111911 h111191111h111of19t119Unit111S111111i1 ord119o ighlight91l11111111of Uni1e1 111111 1111191 1111 191 so common 1119 191 o9111 1a111 9o9 1919111. 111iv119 1 Directions; 1191 111ump1ion1 one light emp119 in 19119 to j1s1if9 cross-cultural inquiry 191 presented below. 1i1hou1 con- sulting with o1he9 1111191 If 9o19 group, 9111 19119 11111 assuptions 9911 1h9 1111 to 1h9 w1911. TI II 11±s, plac1 a1"1" by 1h9 1911 proposition, a1"2" by he second bes proposition, 111 so on 11111 91u 1111 911191 1 "9" by 1h9 worstprposiion~l. orde9 to 1919 students 19191 the importanc1 If "19111111 1nci- 11119" as 11911 occu9 within 11111991. ____ 019 119d911191111991t11119t1119t11t1of 119e911191d1Sttes11 19119 to 1919 11u19111 11191 111 "1199" 9unctions in 1iff9r9nt 019 119 11u19 11111999 11199 1119 that If 119 UOied 111199 i 19199rIto1919p11119111s111119e191199 If 119 p91pl9 119±fy 191119119, 919199 in 1101911, 191 199±19 1t 191±1±119 (i.. 09199 to 1919 11u19111 191119 11199 o9 1o9 "11111911" 111 "historica1 l ontraints" gui19e191d11199e11uma. 1919viors. 019 119 itudy 11111991 o1199 1119 that If 119 11±191 111199 ±1 order tohelp11t19111s 191r1119e99119elf "concepts" s9c1111 119 concepts If 1ocial stratification, social 1onflict, 1ocia1 1119g9, 191 socia1 justice. One m019 119 dy1119l1111999t11199t1119t1111of 119 011111 111191 ±1 orde9 that 11u1en11 1±9 11191 to 91911±1 social 911111111 using 1191111cep11 If social 119u11199 191 9u±ct±on. One m019119study 11111991 11199 1119 1ha1 If 119 1nite1 111191 19 Ifde199o he1119t11e1t111e19191oint±119re991articular11phenomen± in 919 1111199 as "functioning 91119111" to 19 1119911oo1 in 199991 If 119 1111199 ±1 91±11 119 p19111911 1ccur. 019 119 11119 11111991 o1119 1119 1ha1 9f 1he 011111 111111 in or9199o igh1±ig1±11l91111111of U±ited 111111 1111199 1h11 199 so common 1199 199 o9te± 11091 for granted. Activit±1 cross-cultural ±0q11ry ar9 991191191 111o9. 1ithou1 Ion- s111±19 1111 o1199 1111191 If 9119 19o19, 9119 19199 11919 assumptions fro1 1h9 19,1 to 119 9o911. TI dot11±,, 91119 a""by 1h9 1111 proposition, a1"2" by 1h9 191o11 1911 prposition±1, a191soIon u11119yo01h1919placed1"9" by 1h9 019 119 11u19 11111991 o1199 1119 1111 of 1h9 011191 119191 ±n 19199 to 1919 11u19111 11191 1h9 19po91an11 If "1911±111 1nci- dents" as 11999 occu9 9111±1 11111991. 011 919 11u19 11111991 01199 1119 1ha1 If 1h1 11±191 911199 i± 19199 to 1919 11u19119 19191 how "1199" fnions in d1±f1999991 19199rIIt1919lpstudeti 1111911191 1o9 "1p119" 1919191 191 1mon1 0ne 119 study 11111991 11199 1119 11a1 of 119 91±191 111111 in 09199 to 1919 11u19111 191119 19199 If how 990919 199±19 19ow191g9, e19919 1± 1111911, 191 ar9±v9 11 1ec±s±1n1 (.., 1119911111 "11111911 1919±91±11"). 919 119 11u19 11111991 o1199 1119 1111 If 119 011111 11119, in 19199 to 1919 1tude±ts 111119 19191 If 119 "11111911" 111 "histo9±ca1 constraints" gu111 191 11191 11119 1ehav±ors. 019 119 study 11111911 o1199 1119 1ha1 If 119 01±111 1±1191 ±0 19199rIIt191lp sudetlear19191e19r91199f "'1n119911 1111 as 119 1once911 If 1ocia1 stratificatin, social 1onfl±ct, social 11919e, 111 9ocial j191±19. 011 119 s1119 11111991 11199 1111 that If the 01±111 111111 in the 1111ep11 If 911111 119111199 191 9unction. 009 119 11u19 11111991 o1199 11an 1ha1 If 119 111191 119111 19 or199 to 1119 91u11111 19191 to 1911rp991 9ar1i11119 9he111911 in any 1111199 1s "functioning 91111111" 19 19 111e9stoo1 i1 19911 If 119 1111199 1± wh±c1 119 phenomen1 1cc19. 019 199 study 11111911 o1199 11an 1111 If 1h9 1±11e1 11119s 19 19119 to higliglem11119111 United1Sta11111c1111199t1a11a19 so common they 191 19191 1a011 for 1919111.  Ativity 2 Dietions;Workng th othr mmber ofy~or ropdetermine 22 sethe matrix provided. To 2h2 2eft of the matrix2, enter he ameofeacbmeberoth group, inclding your ow. Then, recod how eah person rak2rdere eah rpostion by placing the number achpersonused to ran22order2each22rposi22tion i2 the ppropriate 2222 totrgt2 22f222a2h22person's 22me. Activity 2 Directions: Working withthe2222members 22 y2u2 group, 2etermine how each person ankoderdeah prposition. 2o 22 this sethe 22atrix pr±oidd. To the left 22 the matrix, enter the nme o eac meber of thegroup, including you2 2w2. 2hen, record hw eah person ank dered 2achpropsition by 2222i22 the n2mb222e22h22erso22se2 t2o22a2k22rde2 2a22 p2oposi2io2 2n the 2ppropr±a22 2el2 22 th2 right o22e22hperson's2222e. Activity 2 Diretions: W2rkin±2withther222embers 22f22o2r222222, determine 2ow each2person rankorderedeah proposition. To22o2his sethe matrix providd2. 2o 2he 1e22 22 2he 222ri2, enter the name of ech member fthe group, ±nc222±22 your own. 2222, record22ow2eah person rank orde eac pposition22by placing the 222222 each person 2se2 to ran2 order each proposition i2 222 appropriate 2222 22 the right 22 each person's 2ame.  Activity 3 guide provded, completing task 2,firs, tas2k222, 2econ2, and task3, 22i22. Seek consensus. D22not2vot. as.T he2 22three best reason for1plnningad teachingcross- Activity 3 Directions Wo2king ith membes 22f22ou 222oup comlete the reaction 22ide2prov222, complting task 2, first, 2ask 2, 222222, and task 3, third. Seek consensus. Donot vote. 22s222. The three best reasonsforplaning andteachingcross- Task 2. List specifics222a22benefits2tht,mi2ght b22expcted, 22 Latin Amercan2ultre re tudied22 ftr22th22s2222eas2222(at least 2five). Activity 3 guide provided, completing 22s2 2, 2irst, task 2, 222o22, and task3, third. Seek consensus. D222o2.2ote. Task 1. The three bet reasons forplanning andteahingcros- Task 2. Lis2 specific 222c22a2,2ene2its that mght 2,ee2p22222, 22 2,222 American cul2ture 2er2 stu2dd2f2thse 2eason2 (at 2east five). . 2. Task 3. I2222222tht,a p22222 respectedby py2ur22222p2indicated that the 222222 22222222 youlisted 222e22222p222222. 22f222.2 22- curre,,w2222argume222w2ul32you u222to 222v3222 22i2 22r222 2hat 222 beneitsited2222e significant? 2,22 2. Lis2 specific 222223 222,f222 that might 22 22p22222, 22 Latin 22222222 2232222 2222 studied 222 these 2222222 (22 2east 2i2e). 4. 2222 3. Imagine2 that 2 perso2 respected by your group in2d2222,2d2that 2122 222223 22222222 222 2ite2 222 22222222222. 22 2222 22- 222222, 22222 22g22222 22232 222 222 22 22223222 2222 person that 222 22222222 2isted 222 2ig2i222222? Ta2223. Imagine that apersonrespected byyou grop 2idicatd that th2 222ia3 22222222 you 222222 222 22223222222. 22 2222 22- 222222, 2222 22gum222 22232 222 222 22 2222in22 222s 222222 22a2 22, 22222222 2iste2 222 2i22222c222?  Activity 2 Directions: Worki2n2g with mebers 22 y2ur 22oup, complete thereation guide provided, completing task 1, first, task 2, secon2d, and task 3, third. S2e222onsen2u. Donot vote. T2sk21. T22212_e222ort reasos2f22pan23ng2andteachingcross- 3. 2. 2223. A5,. 2222± ±121 21 2 2 2222122 Tak2.Lit s2ial112 fis12 atwou22112 st f at22Amria22on Activilty 4 Directions: Working wi2th 22e222rstof52ou2 2ro2p, complete 222 reaction guid±e2provided, 222p121222 2a22 1, first, task2 2, 222222, and task3, 11ird. Seek consensus. D222222212. 2222 1. 212 three worst 2222222 2o251lanningand2teaching cross- 2±irections:22or2±ng with 2222222s22f52222 22222, 22251222 222 22222222 guid2 provided, 2225122222 1222 1, firs,,t22212, 222222, 2222222k3,21hir2. See22222sensus. Dnot 22222. Task1. The three worst easons for plannig and teaching ross- 3. 22n2, as taught, 211122 22 2221221 22222 2222222 (22 22221 2±22). 2222, a2222ugt, failed to reflet these reasons(at least fiv). 3. 3. 4. Task 3. A222222you222 oup2wishd 22 jus2±2y 122±ng 222 12222±22 122222. 21at2citerin2woud you222e T222 3. 222222 y222 222up 112222 22 jus1±fy 122±ng 222 22222±22 1isted. 22at22±222±222wou222ou222?  Ativity 5 Direction: Asue 2 u2 wshd tp covce sh oo1l2122 2121principa1 that crs-cultural inquiry 21ou12 be stress22 12 22u2 in- structional1 field. Given t1122assuption, writ22 1usiness letter totI he principal convying 112 1211owin information: 1) the instrutional field y teach; 2) whatthe 1phrasecros-cultura1 inqui22y2means; 2n2 3) a set2of easns2 or tressing cro-culturaliquiry. Each member f he1rp hould co1m1222plete this 1ask indi- vidually. 222 1121 you12ave etablished your rationale, ypossess a2 criterion that you 2ay 22s2 to 2evaluate materials tha llow12. I CapterI2, you 2i11 find 11211lem2211v22g2activities related to culture shock. 22 Capters III 2hroug1 VI you will fid 2models 1or cross-cultura1 teaching related to concept acqisition (Chapter III), concept aplica2tion (Chapter IV), concept pers2onaliaton (Chapter V), and rsorc tilizati2n (Chapter VI). i22212 2222225 22d2 a structiona l ied. Gien 1122 2222221222, 22i12 2 12212222 letter 22 212 princ2pa2 2212e2i12 212 following information: 2) 112 2122122212121 12212 y22 teach; 2) 11a1 112 112222 2ross-cul12221 inquiry 22212; 212 3) a set of rasons for tessingcross-ltrallinquiry. Eac1 222121 21 the 21221 2hould 222p1222 1122 2ask 2122- 222 1hat y22 1212 22121122122 y222 rationale, 222 p22s222 2 criterion 1121 yo2 22y 222 12 21212212 2212ri212 1121 f22222. 11 Chapter 22, yo22wAll 1i12 1122222 2212221 2211vi1222 1212122 22 2211222 21222. 21 112p1212 III t11122h2V12y122wAll 1212 222212 f21 cross-c21tural t222122g 1222122 12 concept 22221221222 (112p121 III), 22222p1 2pp22221221 (Chapter IV), concept personalizatio1 (1121121 V), 222 r2222222 21212221221 (212p121 VI). 111222 2221225 22222 222. 13 Activit255 1212122212; 222222 yo2 wi2122 22 12112212 a 211221 principa2 1121 22ru1222221 12222. 11121 11i2 assumption, 2r112 2 12221222 221121 12 112 principal 221121212 112 12212wi21 22121221221; 1) 212 2221121122122 12222 y22 22211; 2)w2321t122ph1as221r222-12112221liquiry 22212; 222 3) a set of resons for stessing cros-cultural1inquiry. 2221 222221 of 112 11221 212212 12mp2212 1122 task 212i- 121 1121 you 1212 22122212122 y222 121221212, you 122s222 2 criterio1 1221 you 221 222 22 21212212 221212212 1121 121122. 22 222p121 II, 5o2 will find prob122 222vi22 2112vi2222 1212122 22 1212222 21222. InC12211212II22t1ro2231VIIyoupill2311n111 o222212fo2 21222-22112221 12222222 1212122 12 1221211 22q21221221 (112p121 III), 2221ep1 2ppli221221 (1121121 12), 12212p1 121222212221221 (1121121 V), an2 12222222 u1212221222 (212p121 VI). 12222 2221125 2222 222.  ValUEEue ifctiativiEEEUtiUes maybe epyU~ed inErder to help stuenEts deelop ross-ultEua uderstandings. Vaue clarificationU ations and enableEthemEtoUiulEate teEa E nrotinUUEEg criticRa chapterUreEltoEUntroduceRthe reader to vaue larificationEUE actiitie such activitesEEEorEkwith the suents Ethey teRcE. Value Sheets--MedUiingLink LanueR, Ehought, anREuue aietE r UUEicably inertweE d. stuctionEnEEoeignElanuageUE, Eistory, EEumaites, literaureEU, RUE socilEEecE classUroEEs. OnemeansUofUapproachngEte designEEof aspaterns ofE langUue usage by suentsE, pateEEsUoUUe rbalEtaeentsE, froEm wite tEUEEeaer ayinerthatsbEetsUar Ue UUREeUgaed Uauing. Value Esheets rUE Earefully5panedRUandRUEiten activEtes. 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URUUEURREUUEUEEEEEU REE REUREuReUUUUEsh EUEUUEeetlwycoaistlesRtreUeUelemnt:U. tu atith, ecisionUEEEEsUheUts UEan UU. Uetf UliitnRqestEUUiRUonEs REUE UUUeUUrUelUemUeURR. srutEEuErURed iuto eferrUEEed oateE socialEU UUanEUEUscEientfiUonexUhseemRUeUt UtucuEreUsEaREEtEatEEn RUeveEEUU. U etEU1UUoUEEEUEhenoea.Te iuain Ua e contrieEbytU teachRE eriorder toEUUhighlt oe apect of, bEEurAe towErd whichUte teaceUrUieUsUEEoULEirette EUUtteUtioURUUteUsuents.UE UURUR V VUE ALUUERER ARIICEEIUE E CTIEU IESUUE RU Ub~ UEUaElueUElarificaton-activies EayEReURmplyed UEEUreUUUEUUelU EUtuet evUeU ss-cRUEEEultrl uetandings. aueEclarificatio- IEEEhEEEUEivUities or itEEtEElsUuesUEthey tlech. ValueSheUUts--eUdiREEngbitA, LUnguage, thobght, RUE SultureCErE iericablEy nertwnedE. struction ESiUUorenlanuae, history, EuRUUitieU, EiteraueE, RUE socialEsUeneER lasrU oomsR. OeEmelEE EU UppUrachnERe ERdesigE EU cross-Rultural Utdy iEUcaRe vESuReElrificatioUUhicE Ely edeUied RU pattREEUernsoEageURusageR by EtEEenUs, UaterUs EU UeUbal stateUentU, from whicb tEE teaeUbURUmay Unfer thEE suentEarU engagUUeU nalEun. Value seeUs rUE careully pae and RUEritenEUtiviiesEEE. Teby from sudenRtU. FurthEermore,vaueUUheetEU IR RERUnned RdUedUEEUcUS- junctionEwithEongingERunitUUUEUUonveionEEonent. TeEEueEUvalue studentsUwillEereiMve vaElg EU I Uorm EU activity isolaedUMErUoEthe conteUnEtheyUUe learUnURg. SincU the aluetseRetEEiE, bydefUEnitEon, integrateE MitE th~lernsructionalERctivitiesU, the blUcher RnedRnt lEERS,deUcEUioR UhUeU, RUaUndE UaUUset o eicti uIesRon. eUvetUr aeRtRER USenoReEaEREe UsMiMtuREiRU Raye conbUrledMEESEtEE VALUEerUiUEEUdrUEoUUUEhligh UUsRUe a Uect ultrUE towErdME hichteE teacEhEe. iseRs t ectLUEUeUUetionEEEesuentsEEEE E V~galueseUets U e Uefined erIUe as plante andUritenstEud en activitieRU Rnbe plue sheRsUREUR beenURUR ned ndE riEMttenUEUUEE  students woEre tor ect to the valeR heet. Fo r empl, aIRtdent may Re askd torespond to aIvaleE heet IasRheEwoudreactwerIe 111 misionay, atleher, atourit, adiplmat, o R xhange student inantericltre1. Or, hIe mybe asked oespon~d asif hIeISera TRI seoelemRentR1is t of deision heets. Usually, th1er aetwo, oeRto e 11mpletedd iidua~ly, and seEREdtoRe com pleted bymembe rs o 1a Jllgrop f iv oS ixR 1stuRdets. Thede- The threlemIentRis aset ES eliciting questions, Ealld Eisusionsttrsg. These questions providIe afae of referee thaR the teacher 11usesiorerVIto guide student SIEreains. Theear qesions int1enedEto 1e11 studentsunerstand thestruRcturIed itu- ation gien. There 151re lEoqestRisdesiged to hlp studentsre - 11te the situation RE h unit Ef instrctiontht is beRingghtER. FRinlly, thIrSareqestioRs intleded tRe licit statIeRRmets ofvalu anE feelinfrom sE tudRents. Iliciting qesItions helps Ihe teaRher RE guieE discussions. oweerI, the teacer mutrememer toR efible anRoenE9in11guiding value lariiaion execss Vle eRetsIImayRbewritteninRvrE iou1s frat. Each vleR shee formtstIrIeses dfert pet of valueR l aricai onR nd decisio malting. Cstel ha111identiidlixformaI',ts ±n which vlue 1heet1 Eay Re written. TheIse formts a 111aled The th1eretiicalaproachandpSrtocol Is for eahIrmat are pre- senteE in . Doyle Casteel IaRRobet J. Stahl, Vlue ClrEificaioEn i the ClroomEER PrerS. Pacific Palisades, California: Goodyear, 1975. E Examls fIruse11n1high school Isciene 11ss11are51vilablRe~ frRm the ERIC Cnter (Columbus, Ohio): J. Doyl.e Csteel, RobSrt J. Stahl, IRE JoRR . KEr, Jr., ValeClai~ication: Using RheRoneIpt of the Va1u1 Sheet. 1974,9, 6 pages. 01therIRexam es ofthe v11u1 11111 ar: . Eoyl Csteel andRbert J. tahl 1ith Mnte AdRRiER and Thomas Gadden, Jr. 9alue Clarification: Six Formats ES th Value, She fthIS11 e cil StudeRBulReinEGinesville, Florida: FlrEiEa EducationaReIiseEranDeRv1elpmenRCouRcil; J.Doyle CastIeIelEn others, Valuing ExrisRI es fortheiddle, SchREl. RIeoreRRMonogaph R. 11, Gainil~eI, Florida: P.R. SEngIE Lboratory School, 1979, 31 pages. Th approachRtovae clrificaion usedRisERbsed onavebal fIeeackyste. Chis system is dlesibed iR J. Doyle Casteel and RertJ. Stahl, CR, Social Sciec eObservationEReord:Theoretical ConstSructanEPilot StuEies. Rsearch Monograph No. 7,RGain1eille, FlrEhia:P.K. CEngI LabratorSchoRolRR, 1979, 15 pages. ThesocRil RnE scientific Rontext mE lso11assIiEnaro1l911to stRRenRts ERhISIre Fto REtRtRthevalRe heet. FEC example, I ItRenR EayRIbe skedtorsponEREtEo1191alueIRshe11etahewudrieactlIer eSe 11 Eiionay, 1 echer, R torEit, a iplomat, Elor aIechange stRenR iRIRnothrIEultue. Er, RIe myRbe asked oresEpEREd,,as e wr retEE, 1on E Ro eIompleediniviEdualy, IREdIaIeRonEoRe cI pletIedR emberIsIR asmallEESro f fivIeosix stuenIts. 1711eld- CRhe1111hirR metis a st ollctESEingqRestIIiERs, 111111 discussEiostrtrs. T1e111quesinsEroPvide aIfgrameoreerenRc that theteaeIr uses111 rerlISoREuiEElstRdentReactlEiEns. TCrear RuestioRI iRRtededRE Relp sIudentRRInerstanE h, tructredEsiRE- atiER iveR. TeI rIS, alsoIR estIIiERsIdesignIedRE RelpEstRdentsrR e- 1111 RResitRuatiER RE Rhe uiR Elntucin t sbiRngERER111taRuEgREht. Finally, tIreSEareIIesRioRiede Re licit sRtateEsofvluE, IRE feeling EVrmRRuenRts. REliEing Ruest ion hlsIthe eachIeIREt Euide, iscussions. HReIveS, RheItechrmsEE1rSeemer tReIflexRil ERE ERIE iR EuidiER vlue, claRriatoRexecss Vlue sheetRmay bewtt n ivaiouIsEfort. EacR valu1 ,ReeR Sfolrma sreses a ifferSSenR aspIect RI vlelErificionEndIRecEisRioE EakinE. Castee1 hasieiiiledRsixEforsinREwhich value 1h1111 Ely Re EriRRI.1 Te, eEfras re ISa11119 III Rtheoretical aproach andErotoERcolIs feach formSatlreIprEe- sIeRtedin 1.DRye Cael VRanIRdRIRobet1. Rah, 71l11 ClarifiEcRatiRi Rhe Clroom:EaIPrier1. Pacific Palisaes, CEifoEria: Roodyar, 1975. Eaplslorus e Iig high IRRhool Rciece las1esSare availabl fSromRhERIERIetrIS(CERlumRuI, hio):J1. Doyle CasR,,1, RRbIFtJ. StRhl, ,nd John J. KrFE, Cr., ValeRIlrificatIion: UsRintheRRoncep ES Rh, ValRI SheR. 1979, 96 paEII. OthISerIegRplES oR h ValuE, sieR ar:J. oyl CasRt1eelndRobRrtRJ. RRtahl wih MneERI1E soL1Ran ShomaEGRdd,,Jr. VOluEElrifiion : SiExSFor Es oRRheVOluE She, etfoRtheRSoial StREeRIIB(ulleinR GaeIRRIile, FlESria: FrEid EducaiRonal Rsearch a eelpentREoERcil; J. Eoyle CasReel IRE othrs, ValuingEeriseIEsforRtheRMddeRchool. RIeoreRRonorapRh R. 11, GaiResilRe1, FlEoida: FE. YnEELR, oratryESc Ehool, 1979, 31 pages. IRTheaproachRveI arifREicatIinuedEisERbasIedERIFerRal feIeRbacR ysRem. hi, IystRmis descRFriediR J. Eoyl e aRteel IRE ERot1. ERah, Th, eRoil S111111ObervatSiRecord: 97ThIeoreia ConIst EIEFRRruc n io tes1 . ReIIserchIMoograhRNE. 7,EGaiResille1, Florida: P.R. SnERboratry Sychool, 1979, 115 pages. 15 stRentERRIret acEthEIlR RRRE 71aEleEhRetR. ForeSamleph, aIstRen may Re a1ked1tre spRnREtREa11alu1 heet as hIe ould eactwereRISe a, misionrIy, aItRacerS, IREouriRt, aEiphlmR, ISor aIehEngestRenER iREaRotheSr ltreR. Er, hIe myRbeIIsked responRREI i heISwer are Rwo, oet Re REoRmpleRed iRdividualy, and a IeconREtoRE c m RletIeRymemerIsI of sll group 51f1101eS,11sixRtuensI. TCR11e- 1711ethrdlntisE 11111eItIIoRRIelRiRitig quesions, 011111 EiRcusionEIRtarFer. CR1ese IqEestn rFovie afrae frferSence RhtttahRRRRIier use11n rderSEtSREgEidEstRdenErIeRRcti. TheSe 151 questiRieded RE hlp studentsRInerstaRIREhe ItSrturIedliRE- aionERgiven. There arSIalso quesionsERIesigRed tREhelpstudentsrReS- lit h ito ote RhitIifRnstructtonRhatR iRsIRECiEb111ingIRRaRIERt. Finally, there aISqutIions intededtoeIlicRRit RtatentRfVOluE, IRd e elingfomstudIRenRRs. ElicitinRquestioRI helps IIheRtecSerEt ue dcsiEonEsRR. Eowever, RheRteceS rIRustIrmmbrtbhRfRxile IRE oe inRguiding VElEclrifRicaio ee rises. VOlushetIII maIypRewriReninEriosEI rmatRs. Iach value sheeR SEora t rsses aiffeSrenIt aspect If 09aluReclaricatiRE addecisionl making. Csteelhasid, entifiIedliE orms in whE Oich 09alu11111elFma RI ErittlR.1These frasIEre SIcallIe CI, thrIetIRIicpRIIIroh and rotcos for lch Eormare preS- leted hR 1. oyl e CaRtelanIRertIFJ. CR111, VVaClIrifiRaioninI th, ClasIsroom:aPimerEI. PaiflicFalisae, CaifrnISia: Roodyear, 1975. ERamlesforus elinRhigh school scineilass1111es arevilalel fSromthe ERIC CeteS (EoiumbEs, Ohio): J. Doyle Casteel, Roert J. 11111,aIREohJRI . KrSE, Jr., ROluE, lIrIicatiRo:RUingRte Cet of 11, ValuE, hlt. 1979, 96 pages. OthSSr1111ales o IItheCOLIC Iheet ax:J. Eoyle Vistel aIdREoRertSJ. 11911 1i11 MEnt, AEkiOLERaIR ThomaIGadIen, Jr. VOluEClificationR liEx51ormat S othe VOlue Shee fr tShlleREROciL tudies BuOletin) RLinevileI, Florida: FlErida EuctiRnal ReserchRERDevloentEOCnil; 1. EoyeOCseeRlRanE Ethers,, 71au1ngEercisesIfIR he MdleSchool. CReore oRoraIph CR. R, GainesvileI, FlrRiEI: P.R. SEER, LaborSErScRhRl, 1979, 31 paes. hIeaproacR tRvalu clEariicatonRusediRlasedRR e rOal fleheack pytem. Chis IFstemRis e EsriediR 1. Eoyle Clstel anIR Rbert J. Ethl, eScialScieRceIbrva-CtiReordE:ETheoetIical ConsructERaEEPilot StudesI. RlesachIInraph No. 7,RGaiesile, Florida: P.R. VEER, Labratory Sy chol, 1979, 119 pages.  16 th affirativef-rma Amjrfunction11for each formt o the vfluetltshfet i11112i11e12i FiffgureI1211. 2 221Iljl11 flffllf ftructure1mini(slt~ionshin12tl212gu ~ fise 112lefsees ik n1mber of desios f teach1in~fg. Ifusttaluestsm1111be 22sed12 ladguagefinstr1ction.wit11social tudies12i111truIftion; or cotent2 IFligure 12()121ggest-tha) l121 uge study 1ff ncef crot. study f fta1nguha 12g111e1. flftft11 I21f1 F1211111II11(cthcfn11111th11ifdea111h2t12vale shts are1lfkedto 11 (es)ltIf 12uden111owt1211nfwdgetilt ho/Ient2111 1111a111n111cil (nd1)arifng1ski111.12hisfgrowth itmrh ie y ifth11112n22iti11- deite nFiguresIfI1-2bf1an--bf-2111122ar11e1p11efsent.l (1111tra1iefE1111les2of1Value Sheef (3Ffou 11111 f1forasi hchvlesttmit/Ill 11t11112r121o11b12pr11 121td 111ffssecton:for1ff Ihic2211211;iftvrnkdr n A~~~~~~~h 212221112n221212221d2 11212o111rmat llfl thefored-hoie2-1.a A 2major f 22-2(2)fo12ac11111mtlfth1211ale fh11112111pic2211- 111112 I1. 21f 2 il1111111 l1f 2112112 1 112 curdf inf smu22os n 1egus2o22lu2sees2in. 212121 22-2(eni)o 11112111 12e2ch in. hualte 2221121m11222111e121 121111th211111y11211121u1ff 2222112ff 11121 11111l121e121111121 2221112e 11212111io121t121111a112 tu111s21111 uct2on; or conten 21als 221th 2-2il ) 11221ffv211 1112eiltk22121a 111111i 1ffd111F iu I211. 21211I~t 212111 222111 111 1121 121 g11122111 (111111. gills1221221lang2221 111ff 12nha1ces2cross- culul inquiry and th-a)1) 121s- (1)a 1nuir1cp21 iute121. h 1studfyllfof1211a221111aSeft 2222g1211121112-21b llsraeitefat thaf,tffinlanguage fnd (1)itedinFi12ures11212(b ±ad12ilt2 i/Il) 1112e 1112212s 211t. Illustrati11111amp11211, 111ue1Sheet (2)r 22r12t±211111211va21111h2111 iay'b1 r2212 n 11112o1be pre setd fftisci on:f 12-ffrced--bo21111f1irma1121,2±1/112 r11111122 (21111211, 21Th 2vaue1 hee11 wrep riten sin th cocep2o (3)l2t 12e ±1±11o 11k 1211 112 t/Ilt1ru1tiona121111o1c111 122l111ffsh 2111refer 22o 11et f feligsan touht prsnIfx 22121121 221212ey 1eave 1ffe 1ffamilirtnironm11122, 2111112 msel1. 16 1~~~~~~~h 112222112n221112221d2 11211o111rmat ±2d1 211,121e-choce -rma 2111121 12± ffirmati±v1111211If21211ofr21111t 22212 2 1111122122th1e ran211, 112rder 211yor211a2 21,1 211112f 2211, th11 111a1ssiica2t 111121;o2r 1±1 1121111121121±21111t121±1112±1te 12±121±2;fIr12112 2±nk1t1e stdy(of ±angug221ithth11tu2y1oflilturef;g 121211i12 IFfigure22 211211 gg22-2 thi) 121 gu22-2)1) y eff nceff cross Fgr II2(b ilustrtesthefact2th 2111or1,gflang11g , 121 (2)ic 22d 12Figu 1±s1-( fladIIlt2 i/Ill121r 1111re1sent. - (2I121lltaive Exaples o Vaue SeIf (3FIour 21±1forat1n hchvau stiltmit/Illwri2t11112r221to1b12p111 2±121121n 221212ct12n:12111d 1h1icff ffimt111e, rCnkpoderIan  Figure II-l: Illustrative Functions for Different Value Sheet Formats Figure II-1: Illustrative Functions for Different Value Sheet Formats Figure 11-1: Illustrative Functions for Different Value Sheet Formats criterion classifi- cation linkage i i ; rank order organization i H N ______ ______I. affirmative invention invention _____________________________ 1 T I forced choice basis basis basis standard reaction reaction reaction reaction student shares reactions to social situations student provides basis for choice student student student generates organizes links a range preferences choices of in a with con- alternatives hierarchy sequences student chains choices, consequences, and judgmental criteria student shares reactions to social situations student provides basis for choice student student generates organizes a range preferences of ina alternatives hierarchy student links choices with con- sequences student chains choices, consequences, and judgmental criteria student shares reactions to social situations student provides basis for choice student generates a range of alternatives student organizes preferences in a hierarchy student links choices with con- sequences student chains choices, consequences, and judgmental criteria  18 (4) If an idividual 11is1ovetsthat values811dbehaviorsar shared by his/her culture 8n8 8nother but that 1e/sh1e18us, nevetheless, reorder his/her priorities and 8edes1gb bis/ lb 8181r to function successfully ibba18ew81ultur, one 1us1 11ve1o8 new concptuliza8tns of pe,b bognitis o prefrence, and a 8ne 1ene 1ofwha 8188pope. Unless 8n1 developer uchbb omtenbies, 81xperience iinanther culture may resl in bn1bncrease ilbpro- Figure I11-2: InterrlbabionsFacilitated by 8alu1 Sbeets Fig8re II-2(a): bLiigLangge 11nd Cros-Cultural Sudy Study M1181ting bClury 81g8re II-2(b): 11n1111 FoyreinLa181u8181Programs1an SIoial Stbdies 8Programs Fbreigb Value Sbeets: Soill L1118181ge lMeditg Sudy Study Links Figure II-2(c): Liin~g Sbudbnt8Grobbthin 118l1ge1111 Student Acquisiion ofSkllsb CntetGls111 81111Sbeets: 18181 8oa11 by Me11111ng by (4) If ab 11118i8ual discovers bblb va18e1 811 bebaviors are sbared bybhi/ber 111tur1 lbd anohebut 1th11811h8/sh1 1us1, neetees reorder1 his/her prior.i81111 ies 8111111redesigbnb hbis 18811118111111111181havi1111or1.111118 81 818811 t fnion-successfullybin1a 8e111ul11111 bye8m1s1 111111 811811ncetualizatin8181111ae, new oganizati88111-0811ere11 es, ly a 1ewbeseofwhg s roer UlessobedeeloerCuc copeences exeiec wtiy 11811cltr my esl 11na88cras1i1po 1181 18()81118 1111 11811 18111 1 Study Mediatig C8tra (4) If a1 i111818811 881188111 118t 811811 818 111181811 ar1 118118 by 1is/her 8818811 1n8 8111111 bub bhat 1e/she 1811, nevertheless, 1181811 his/her plioriti811a118111esign1h/ I he11 rI 811181881181h111188111ior1118811 111111111ofunio111ucce818u11. 81111 8e1 8u8t1r8111881 musb1develop 1811111111tual1111i8111111sp1811811 118a111811 ons1of1preferences, an 8an1u1ge 8a1u1 Sbheet: 188111 Lanuag Mdiating S8ud  19 Forced CiceiForma't 9Example Debby was making plans for her exciting vacatio. Eery year she joined 1er father in Ecuadoy foy three mon11, during thefumr Debby'gsmother hadgbiedgwhenishegwas1bornfdshehad119lfid gallgyf1hgb 1ife in eitheb big bnite t es or g, Ecuadgr. fi year, her father Ecuadristad of returniggt thUnited States tolive fl±9yrla- Her father is an executiv111itifthefgited States OliCompany ghich hasgabig office located in Quito, Ecuadob. He asfigvd±9in Ecuadob for twenty years. Duringgthis period if 1as garned there spect an9dibyloyal y gallthe menywho worgfor±9him. Her father, ghg is illionaire, ownfgg large hacienda and gthey pygperty ignEcuador. He remains, however, aloyal gitzgg f 1he lniteb States and votes bybsente bllt ifeacheltion. He hasglsogbeen wel-respected by the government ffliigsig Ecuador. Ong week gfter Igbbysgybrri, her father gwakegg her.I ig early mggning. H9gtel19 hergtha1,9eifspuytting herbongaplaig for bhe United Stgtgs. Overnigt, a1militar junta hasoverthrownthegven mgggt. Thegjunta has annoucd that theyfwll nt be resposble for thegsafgybyfg9itiggng g' big Uitgb ittesign19fg ilbtbilycountry. bebbys±bfaher hsbmabehe dggisigg 1hat, for hgy gafty, gig gbt Debby', fatheb fxplains tbf itugtion to igy. bg flso tells 1ff that h ill119not be beturning lb big United Sates fwith igy. "fgg gee, bebby," lb sayg, "a man i y position ff1 Inlybbak She agkg, "Dabdy, wgifethegibvflggicggg" caryybub 1ts bhreat, gegenibitbeangofig torison." -"I 1ff use companyfboneybbo guypoyblountg-evoltionaries." -"I canbestry yur oiliwell so thylcanobeusedgby 1he bbb ggvebnment." -"I cagbarmgthe men workig fogygg aib bight to gavg big -"I can mak abdealyithbb hegnegovernment." Deby gadly begins lb yack hgy 1lothing. 19 Delly wgg ffking plgns fob 1gb fxciting fgcatioy. Eveygyeyagysge joiginerfbabheigbif Euadorfor thref gonbh, buig t9ff mer Delly',sggftheb 119 11gb 11ff gig fag 1orn ggb gig 1gb 11vgb 9l1 gf hey 11ffelbgiighf 111Unigb Sttes orlbEfuador. This yeab, h1rfathebi had promised billtgshg 1ou11 gtayaff1beigglschooIl 11 thg ±911 in Ecuador instead If beturnfing to big UnitedISateto live9±9 91brela- 11111 hg, g big Iffliclcatedin1Quito, 9cua9gb. 9g fgg 11vgb in Euadob boy tweity years. 1±91±9n111hibbpbrifd ighfi±9fbedbibebf- spgcb and loyalty If 19.1thf 1ff fib goyk 'lb 1±9. 9er ±athgr, fib is ifllionirey, Iwng a 1arge 1111e191 anb bthfb fropertyi fcuador. Herefis bboweve1r1, ba lyaitize111fthgfUbibt1111gbategggnd9v111f by fbbfnebfo111n 1a1hbllionib. If 11, 11ff iffI 1119-ybegpecbt by thf governmentb Ibfiilg if Ecuabob. bnb gggk after Debby's arrival, 1gb fathfb ffakfnf hff. ft ig early mofning. fge g19lfb 1r1,1t h isputtn111111 a l an e 9gfofgythe 1111gb 1111ff. Ovebnight, g ilitary jun11 1ff bvfrthbown the govebn- ment ibThe 91u1t , ha fannounced1that thy will not beyresponible for bibeggafeby If lciff ibes lfheUitefbS1111ffl1111±9in1tbilyc1u±91±. Debbysbbf , gfatbibasmaebhbeision 11a1, bob ier gafety, bib must Debby's bifaterexlinsfft1hefsituation lb her. fbebibsI 9ellg 1e thabti he1ill ot b rturiniig beibtediStat1e1ffi9111h1r. "You sff, Dbby," 11 ggys, "ff11n in by posit in a11olybbake onebfffbbiv llfeciifn. Nol f thesebfivlf nlvelfleavingbihecounty:' bibeggsg, "libby, wff111relbfebibvblcgice's?" carrylbout ibrea, 1ven if itbleanfging to priso." -"Ifcanlusblcompayfbony tofluyportbountb-revolutionaries." -"I 1an dstry orbil well9gsoIthiy cannffbbf lseI by bib new government." -"ffcanabibthfbien borig fob if and fighltlbofsave big -"I can1 make a deal w ith helewgovernment." ff11y sadly igegins lofaclbh1ffcloinglf. 19 fFrced 1191efformat gExamples Debby was maging 91an1 flyr1ffr exciigvacationl. vey yeyarysgi joig findr fteriniEcuadorffoflyhrebemonthbbdurig tbib mer Debby'g fother 1a9 1igb 9hff gig gig borfnfibd sif iad9l11egball If beb 11ff in9efthfr bib 1n11gb 1tatgs lb Ecuadob. fbi, yeab, hefa'111g had promised 1ha1 fib could ftay abibe'fillschoolin11he fali Ecuador insteadbofbreturning tolthbibnite1gbt11e1ffolb11ff 91,1rff1- whichfhasgabigl'ficlglcatedbin Qit,Ecuador. Hffhalifedbin Ecuadorfofrbtwenty years. Iuring tlispyriodbh11has1eafbefbthg e speclb fn9 1oy9111 of allth11mn1ff o fib fo bibm±. Her±9atge, who if a mlliinire, own9,ilarge ha1111191and1otherbproperty 19inEcado. If bbeains however, a ioyablcitizen of bib 1ni1gb 11a1ff an9 911ff by a bbbsete bltiifchllection'b. Heihasilsobeenfg el-bespected by the goverbfnbbfbbfic1biasifcuador. big gggb afteb Iebbyg fyfival,heifa'he1gbwgagegsgh1f. ft lb early morning. 9g tellsgherbth1111eis putting ihbrIn yigplbefgy bib 1119gb Statgs. Oveblight, a filitaby jun11 1ff bvebthbown bib glvern- ment. Ti, junta h1ffannouncdltha11 they1wil9119 be lbsbonsble fo'b bib safety I' litizenif f bib 1111gb Staesig nguif g thyigbo1u±91y. felly',s - f f91herbib adebh,1beisi111ha, for beb gafety, she must Dgbbygfffahrgeplins thebibtualtion t 1gb. 9gefibsI 9gllg feb billab 91911wilbfbblnotbbeib111gbo h1111ffdStats 91hge. "Yll see, Dfbly," if gayg, "a man if fy poitf~inIlln ony mak gig ofyfivedecis1in. Nglebolbthesefbivl 11911ff 1eaviff bib 1o±9try." Sib askg, "labby,wfillr thebiv cbibces1?1f " -"I1cbbfrefuse 11191eave1anlfbibte11ewgoverfmenb lb carry outitsfetf, evngf tlb meansffgoingbbffpison." -"I can1uselcbpny moneybbflsupporbcountb-bevolutionaries." "IgianIestry ou1±9oil wells sf lhey 1a91o1 be used by the newgbogernment." -"I canyarm the menfworkigfobbbmb an9fight 9o glvb bhb -"IIcanfakebf dlblith thbfefbefboernmen." Debby sadly beins to pagck11h1gbc1othing.  The Junta: Indivoidual Decision Shoot Directions: Beo210relisted the 2five coices Deb020022athe00 canmak. Selct the hoice yo thinkis best and marit. Do not consult with other 2embers of your group. __A IOcan rfuse to leae ad force thenew overnmet tocary out itstreat, ee if itmen going to prison. __B 00I0ca2ue ompany money tBo uportoun~ter-rev0otiioaies. C oI candestoy oroi welsBsothey cannot besed by the ne overnment. D oI caniarmthe men orking for mead fight to savethe _ _ E I can ake adeal i th thenegovernment. Suppose person whose opinion you valu2 said, 'I do't see hoiy perso otld justify that chiceO." 002 22012 you 20p0200 your chiceo OToJoota, Indiidual Deciin0ihet DirectiOos 02202w 0r2 is~ted thive202choicesDebby's father can 2202. Select te choie yothiibest andmarkit. Ooiot cosult itt other meberBsof your group. Ao can rfu e t0 leav2 and forceth0 new overnment ot 0000r0 ou0t00tthret, 2020 if it 22002 020n0 to 0r0so0. o 0an000e0com002y20 ney22222u02 or00 cut erOBB-evolutionafies. o caniarm teBen orkoig fo me ad fight to s2ve002 00pp022 a persoB 22022 2p00000 yoi 22002 s200, "0IBot 222 iow 2n0 peron2200u010justify tht oi000." Bow ould010you 2xpla00 yourchoBOce? 222eOJunta: Indivitdual 0ec0si0 Sheet Difections:BowBarfOlis~ted the fiveoi20002Debby's father 0a0 0202. Select the coice ou ~thin is best and markit. D00000 consult2OitBohr bersfof your 00000. o can refuse toleave ad force he newgovernment00o0carr 000 its threat, 2ve0 if it 22an2 000n0 to prison. o 0020022 002pan002002y to 20000r0 contr-evolutionaries. C 0020 0200t000ouoil wells so0hey c02200002 osedhy the oD0c020a020the 220 2000020 for 02 200 fight to 2a02 0h2 EB can ake adeal ith thenewgov20nm200. BSupose a person ho oiio yo valuesai, "don't seehowan p20202 could justify that choice." H220w20012yof 2x1l0i0 ochoice?  The Junta: GouDeisionSheet Directios: Work iBBthAmembsofyour group. Chooe onbestAApolicy an neeplntion thatsatiiall memAbers BA your grou~p.Do not vote. __A Ican efs tA eaeaAoretBBAABABAhenew governmet to arry out itsthreat, even iAit meanAgoig to riso. __B I can usAcomaymonytoprtBA counterBA-revoltionaries. D__ IB can armtheAmen workig for meandfight to ave the EBIcan makea al wi the ne goveAnment. We chose this policy beause _________________ The Junta: Group DeciAion SheAt grBBp. DoAnotBvAA. Bu ishet BABA,even ifAABmansgoiBgBtoBprBson. BI BanBuseBcApanBymBneyBtoAsupportBcounte-revBlutioaries. B IBcandAstroyBourBoilAellsAso heyBABcanntbuedb~yBthe ne BBAoerAmen. B I anBarmAtA e AAAworkin for maAAA fight toaeAthA AcompBay AA. BBBAABAABAB BA IIBA anakaBdalBwAiththe __new ___government. _ DireAtionsA Work BithAAAAebAofyour Aroup.BChoAAeABAnebtpolicy grBBY. DoAnotBvoA. A I anBA efAseBAAA aABadBforceBAheAnABgoveAnmeAtBtoay outAitAAthrat, eAeABf it ansABAAgoingto piso. B Ican usA copanyBmonAyAtoAspportcountA-reolutiarieA. B I anBA esAAoyBourAoilBwAllA AothycaAnobeBBAsAAbyBthA BAA govArnmABt. B I anBarm tAeBAAABwrking forAmeadBfighttoBaethA BA choAA thiA policy beauAAse ________________  1. Wht position did Dbby's faiher ibid ithe Litiddeiciai country? 2. diii types of bsiiisiiciiiitieidariassiiateiid with an dii company? 3. Wiat do thi wodshdindid nd jundta mdad? 4. Sdppose ydud beebiiDedbby in the dbodi itoiy. Wdiiwoddhavid iiii yourieaionsddito thi iudiddechadgi brdught ibot by thi junta? 5. Ib diaiiaysdigihtubpersoiddainig bibby'siepidencdid eai diti 6. Dibid iipeciiid iiio iildiveayar aib midaadddditted dciooid 7. Iii w iiat bbyway iiiigh bdiy' fterdeiiond di yddainbii dii td. aibiyiefis d dii iiddddfth Uitd idStaitiies? iddi i8. iiSbidoudld iithiieUniidedStadssdiitoop i ifl cuntribiidebt 1. Whaiipoiiiddid Dibbyis iiiebihod iiheiiiiiiieicaidi couniry? 3. Whiadti do odi hididdiaidi jundidmiaid 4. Suppdii yod hid budn debby in iii ibdvi iidiy. Whaiiwoidihidi biinbydduiididdeiiciion otsdidib dhingdbroughi ibdui by iii 5.dIiibiatiiy ightiiieisidihaingiDebbyixienciddbiiiaiditi 6. Dibby eideciddidoidiveayeiari LiiAmeiicdiniiiaiiiid idhddl. 7. In whii iiy igiiiiiDebby'i iiibir'i disiidt rinuiei iiiddidd 8.Sdoudidhii iiid Siiiii iiid tioopdintiiid icountiy id drder id 9. dhai ddii Dibbyis iiihirivaiuibi stdihby? Di yoddhaibiisi id. Dibbys iiaiheiiidi geiiiecidoiciididderiin aLitinAmeiiyidi couiiiy. Hdintiiiaiin di ..iiiiiiihip. Sdouddbdhii d. iildowibi? houddheiiadiiiAmdicaididountdiy illdd tisi 1.Whatiioiioididid bibby'i iithii bold in iii Liiid Amiridid 2. Whii iyyii di buiiidiii iiiiiii assoiiiddiid iii id dii cdmpany? 3. diiddiiait ddo h od aiedadi iiijuntaidad? 4. Suppdii ydb bid biei Dibby in iii ibddi iidry. Whaiiwouddidavi beeiiyobideaiidiiddi idhiiiuddeni ibingi brouh bouddiby ihi junta? 5. In whiitiiiyi might ayiesiiihaiiniiDebby'siexieieniiddbeisiid to 6. Deby eipeciddid uliveayiar ii LatinAmeiiyidiiiidiiatt iidisho. 7. In whii diyi iighi Dibby'i faihir'isiideisidt riniii iiiddice 8. Shoud iih iiiddiiniite d usnedopsidniidid couniiy i inodii ii 9. Whii ddii Deihy's fiihirvaiuedioidiihyiDdydoduiishiii this hi. Dibby'i iiihierdildi giiiitiddionoiddowrin id biiimeicaidi duiiry. Hdintiaudiin id ..iiiziiihip. Sdouddidhii d. ibidoiiiihisShudihiiiLiiimeiicddioddntiy illdd ihii?  23 23 Bi-Cultural Considerations: The Social and Scientific Context A group of American businessmen are going to Buenos Aires, Argentina, on a business trip. You are a person who has same knowledge of Latin American culture. A close friend of your family who is a member of the business group says, "We've been told that we will be more effective in Argentina if we obey the following five rules: (1) Don't present political pronouncements, particularly those justifying U.S. foreign policy; (2) Make an extra effort to listen to their views and don't rush into volunteering solutions and advice. In Latin America assent is not agreement; (3) Make the extra effort to be patient when your business counterparts either don't show up on time or make you wait outside their office for what may appear to you as an inordinate amount of time. Further, don't expect to rush in and out of an interview. "Time is not money."; (4) Repay courtesies and any entertainment in your honor by the host group; (5) Dress formally rather than informally even when not as a business function. Bi-Cultural Considerations: The Social and Scientific Context A group of American businessmen are going to Buenos Aires, Argentina, on a business trip. You are a person who has sme knowledge of Latin American culture. A close friend of your family who is a member of the business group says, "We've been told that we will be more effective in Argentina if we obey the following five rules: (1) Don't present political pronouncements, particularly those justifying U.S. foreign policy; (2) Make an extra effort to listen to their views and don't rush into volunteering solutions and advice. In Latin America assent is not agreement; (3) Make the extra effort to be patient when your business counterparts either don't show up on time or make you wait outside their office for what may appear to you as an inordinate amount of time. Further, don't expect to rush in and out of an interview. "Time is not money."; (4) Repay courtesies and any entertainment in your honor by the host group; (5) Dress formally rather than informally even when not as a business function. Bi-Cultural Considerations: The Social and Scientific Context A group of American businessmen are going to Buenos Aires, Argentina, on a business trip. You are a person who has some knowledge of Latin American culture. A close friend of your family who is a member of the business group says, "We've been told that we will be more effective in Argentina if we obey the following five rules: (1) Don't present political pronouncements, particularly those justifying U.S. foreign policy; (2) Make an extra effort to listen to their views and don't rush into volunteering solutions and advice. In Latin America assent is not agreement; (3) Make the extra effort to be patient when your business counterparts either don't show up on time or make you wait outside their office for what may appear to you as an inordinate amount of time. Further, don't expect to rush in and out of an interview. "Time is notmoney."; (4) Repay courtesies and any entertainment in your honor by the host group; (5) Dress formally rather than informally even when not as a business function.  Directions: Suppose youareinaB situation where you could oBBy obey one BC these rules. Select tAB ruleyuthink isBheotABimpoArAtanto obey: _ _A DBn't forward C olital pronounceBmeBnts. probems. AsetAAisBBot Baree ." ___C Make heABxaBC ffBCBtAtoBBe atienABAheB BBB BAA BAerABA BC BAme han yBBuBaeAsed B. "Time BA BAA moBey." ____ RBay BourtesiAs. ___ DrBeB-BA oCBaAy atheBABA-thaB ABoaB lyBA. Bi-CultualAonsBdaB ons:BB ndBvidaBABBeciAsAon B BBheBe Birecio BB:Su BCoBABoBareina siationABABerBAAo-ABAoulB BnlB obAy ABAofBB esAruAesAB elctABeAruB youthin A DoBA'CBAoAwadpoltaBABBroBA-uBcemenAts. prbA-BmsB. "AssenBABAnotagreemeBt." ACABMBaketeetaBBAfAoACCBA-BB BatiABnABAhAB BAA BAA punBtBally aBA AhenaBmeetiAABgoes onAfBBaBClAnBgeA BACioABf BimeAhABAaB ouarBAAeAAAtB. B"TimA BA ABA mony." B BApay cuBA ses B BAAs CoralyratAheAA-thaB inforally. Directions: SuppoAA you AaeBna satiBBABwhBAr-AyoBuBoulA BAly AobyABAeACfBBAAAeA-lAB. BABBABtABAeA-AlA yoB Bhin A A nt CAorwAadpolBalpronA-uncemenAtB. BAA Maketh Bta effortBtodlisten BA theirAvBAwsand ABA pCobleBs. "AAAentBABBoBagreABAnt." BAA-BAA AC AimB AhaB ouaArACAseAAAtB. "TimA BA BAA - mAneBy."ABABB - AressAAArallA.yCBrBatheBBhBBifoCallABy. This is the best decision becuase: This is the best decision becuase:  25 Bi-Cultural Considerations: Group Decision Sheet Directions: Select one best response that is satisfactory to all members of your group. Do not vote. Bi-Cultural Conidertions: GroupDcisionShet We chsethis policy becaus __________ We chose this policy because We chose this policy because Notes:  26 1. To32hat city3were the U.S. 12212222213211313? 2. 22ow 13any 31ule 222e13 prseted by thebusinessman2213 3. Accordig to the13rules given,122o211321213132 react 1132 4. Ho22 22 the ru 1132122132te3you212o12d22re22 whe 1in2do221 5. Ho ol o reciprocate enterta inet 212 222212sie2 i 6. Supose212nevisited 22111n2222222c2222232r1313f11222e133212. Why 22212d2one2131322r23nc2 13211132e212131? 7. I ou22t ways might you consider131your3advieto2b"good2" 8. Will 132213f2212222 221222222 222d132211222 1222132t11 Ar1313211111222b2 21ff13213211e222222o13?y1322222131221Explain. 9. 2111l112e2131322121122' 132211122 1222132 13222f2i1212b2 212222211t12f12e2222132w13222r2213113? 2Explain. 26 1. 132wh222121113r22132 1321.2. 11321222sm21 132n2? 2. 1321322213 22122 13221322e22n22d1131121321132222213n1313 3. According 12o112e132122 13122, 122w212212d222e132222 113a 4. 222w22o112e213122 113212212 132 212212 213222 2222 113d2221 5. 2132 22212 13213e22211313222222212212122211a222c2222122122i1 6. 221313222ne212sied21122n 12112c2222122e 2222222 213122212. Why 221312 222 222222221322211222 21221? 7. 222221t ways migt you consider you a2221221222e"22132' 8. Will y132322ri212132 2111113222a222f2213i222 122222 131 213132213121222e22i21222211 1222222 22 13222a22212? 22x13ai1. 9. 131ll 112 1331322112122' 2221113132t213222 131322f221222b1 2122213221 if he 2221222s131322a22212? 13213121. 26 1. 113 22a1 211313e2222h112.13. 11321121322222131g? 2. 2222221322122s13222 presente2d113111e1132s12222213 132 3. According 1313t112r2212 given1, 122w2113212 2132r22221i12a 4. 2213 213t112r213222n1212112 1322s212212d2re2s2w2en in213131 5.Hocol 111222you reci2procate22entertainment132and1cou2tesies in 6. Suppose on21321312212 L2tin 2222122 2221wa1e13f 112s2 21312. Why 213212 132e21313213213132221122e211313? 7. I htwy ih you22132 consider33133222yur advic to be"131313" 9. Will 112e13213213112122' 2221113132t1322132y13122f221222b1 2122f2221t1if12e21321222 13222a22i12? 13213121.  Santy lootd.out otihe lanegindowt titiwathdthiBolii piate slowly lantit. Whit ie terettdthe iitrpor t taPz, hit etpiidiMote, rusthiuptothugither.MotanSndhano sentac tr tilt lottti ietkyote hat lithm itBolvit ith hirfthteitipttthU..onu, ii frithitytahit.ttterig-tunitd illh irpottu tetgirl"ttio"aiktit;citedjturiifthtuet taitagilhucitefiitigoingtihensly e titiy uftlt tio pt, ssoluktoifhttve tiifth ifwh titiv iii. Spaish n ws uhigtititt aboifuiitti uttihne o. ifndy, it e iie hbiltig)t itity ttitekSpnih ityhpiithit i itt. rtto-ee sa hit fitfafteSoititinittiettifif iottt putte slowly tittit. Whitishiietert e iir tpffrt tIs fat, itt be tit iitffrti tyit u o ghut.MoteitnitSandyittitnit seen each therftit lnit iiime.pit"Moint; hd ivin Boiiiapiithit teutuathrteU.S.cosuuti r fveyers.ifetyeigrunte atthe a irpotmihtwiugftuirs ttta uititt ex it ttou t htt catiatl cfiitit itt ititetorpitoingitityhtutunthlatei t Saiy fet tMoin pit tei olcytoifhavi iifthfirihitlifedtiitt xthing ilahisittntetui tuattene coittiBiia ifuliisteti it titan t i th n nws uchtut iteiuitit ioit.Sadithelmte fiabil uytitittut paihol hpdthaiit inteuthor ttiftwo-wueuist f she woudibthublutotheeiindtufteverytup itg hut fated t fiMt of tatu, tittiwantid thusethe"reatif Bohii; t ffusittu. laeitpn Itiuayutiinyuuxctiiigirttueek. Mote ini tttrouiSnytoiihf foivtianfiendsi itndi iffuhteutu"ltmttedSpiihSadyfundifthatuui Affirtatitu 7ort Examplesti iii tiuut?:Thuetutuia ttadtienttifit ftetit Sitty tutuke iiot iithputte tituoittnuttchet thu toiianu putte siowly titdet. thet she utetit th irtiportiit it Paz, hut hutet it, Sitontteuted uphihug hut. MoteuaittStityphit ioi teentetch trfit uontuime. tut hit livedt inBtii itht hut fathet, theU.ft. contul, fit fiti putts. tftetrueigrpuiteti it the iirport t htogirtooktua iufickexcitedtotur fithei tipital tity beutitigthhitonsulatte. Satdp fuietuit Mntiws ictohiatutuaifithit hi ivedtutit Spitihnish t nd itew smWhtbutihit new hute. Stndytfithiihutlihmitet utility t spak pitinishny hopedt hut in hut ihirti htw-wtekitay alU, she titeto seiiithe "putt" Bfiiai; not jut thu pltiti itd thitgs hut toutrituully see. tItit wastuiatiexhiti irt weeutt ontintttouctdiinif tuthte Siihu gatiiiitto itar iisom if titi ioivacutomi. If shiiidtit happig?) andiMottuditietpi it itoiihut. One tight Stnty was invt iitut todinntibya veyhnie Boivti famlly. ihi iai i littii iervusi as shi iteitet ior tituepbetuu thuisiiasiihefirtt ime ihe ioultdiiotupeti it hut ftiend fit hlp. Monteiumi ttto ototeulittitit stimeutoieate. atty, Shutirtutomitretitdfueetiutetut." Motturtpliet, "Ift ytoutitly  228 Pass: IdvidalDeision Shet Diretions: Using the spae2belo, list as2may different pieces of advice Monte might offer asyou 2an2iagin. Do this individually. 28 LQu2 Pasa?: Idividul Deciion8 Sheet Directions: Using the space below, list as ay different pieces of advice Monte might offe as youcan imgine. Do this individuly. Piees f dvice Monte might ofer re: Pieces of2advice Monte might8offer2are 28 ±8±8 P±22?: Individual Decision Sheet Directions: Using the space below, list as may diffrenpiece822 of advice Monte might offer2as you±can2imagin. 22 8h8± individually. Piece± of advice Mont±8e 8 ±2igh _____ffe_____re__ This i± good advice becaus _________________ The best advice I can think of is The best adviceI cn8±2nk f2± This is good advice because  2929 Pass?: Goup DecisionSheet Directions: A2 agroup, l2stas may pices2of adice aspossible. Do2not refer to your individual2 responses. ;.Q22Ps?: Grup DeisionSheet Directions: A22agroup, list as may pieces of advic222 possble. Do2ot2 efe oyour idivdual reponses. Pieces of advice Mnte might offer are:_ Pieces of advice Monte2 might ofer2 re: 29 2Qu P222?: Group 2eci2222 Sheet Directions:2 As 2agr22p, l2s22as2may pieces o22advic222spossible. 22 otrerto2222our22 2individua22es22222. 22 2222222 this s2bt 222ecau 222s 2 We believe the best piece o22avic22 is We b222ev2 the best piece 22o2222ice _______is____ We 2222222 this is 22st because  1. In what coutry7 does this ±sittion2102ep1ace? 2. What situation is Sandy confronted with0i0±her32220 3. Was Sandys experience typical f722a±visitorto another country? 4. 222 does cuture± shock ±aplyto the situation Sandy is 5. 2s the anxiety and frustration 22227 ±s c2nfronted with justified? Explain. 6. 1222would 722 have feltif2yo722were2Sany in this situation? 7. Was Sandy's friend correct 22 2212222g 022 to 22 placed i2 this uncomforta2ble position? Eplain. 8. 277yo222er22 Blivian, what 2221d y22 22nt 2orth 32±2i222 to learn abot your culture? 30 022 Pass?: 2iscussi22 Starters 1. 22 what 2o2try 22e2 2hi2 situation take 71222? 2. Wht ituti2±o isSandyconfrontd with in herSoth 3. 222 Sandy's 227e72e222 typical 727 2 7i22t27 t2 another 4. 222 d222 cultur2 2±22k 200±7 22 the situation 22237 ±2 5. I2 the anxiety and rusttion Sa2dy is 222772222020±t justified? 2321±20. 6.Ho w2±old yu have elt if ou wereSandy inthis situation? 7.Wa 2 Sandy3'sfriend corret in allowng her tobe placed 22 this 22222m±27±2b02 72si±io2? 2xp12±2. 8. 2772222722e 231±2±22a, 202±w22213722222222272rth3227±222 ±2 learn 2b22± 7222 2210222? 1. 22 202± 2222±ry 3222 ±0±2 22±222±22 ±322 p2222? 2. 2020sita2 in±220±22 cnfr±2 e wi322722±±th i±2022S2±t 3. 222 Sandy's 23p27±2222 ±32±222 727 2 2±2±027 ±2 222±027 4. 222 3222 221±222 20020 23207 to ±02 2±t2±2±22 22232 02 5. 22 ±02 anxiety 223 frustration Sandy is 2227±22±2d21±0 j220±7±22? 23202±2. 6. 202 ±2213 722 0222 2±0± if 722 2272 02227 ±n 20±2 2±0020±o0? 7. 222 Sandy's f77±222c222222±inallowing her to beplaced ±2 this uncomfortable p22±2±22? 03212±0. 0. 2770222722222±2±22ia,202±2221272222222227002127±222rica 02 2±222 20022 7222 22102222  31 t oeiives oitairanct inTexisthre htisifathr taise ttletp i several rancersithotwattohhlearnhtort ituty.Sipattleptped ti Pit hitsPGoat:TeSoct iaPndSittific Contett tiPioPth livtsouttanchigTxapit.reJitsPite iettpttleit itteetupPitntuiy tuettiptoats. FitththuouPitypiotetsiit hsuiowlhi pt ttitesttrastel s ipt gtsittacttyeath hteerpiteitdhPit ippittatit iPte iis pttfr utf ttth otstiPriePuaietil fot ittanpitatt otethasia ptthpthttamieh.itPii Jit's fattePt atsuccessful rPnthPittistgoing to heticotto advPst  Directons: Usig the spaces provided, coplete this decision sheet. Do this individ±ualy. Actions Joe might decide 2to tkeinthis situation _______ Given the possible± options I canseeforthis situation, Joe shoud ta ? 32 Directions: Uing the spaces provided, 2c±mplete this decision sheet. Do this 2±indiduy. Actions± Joe ±migt dde 2±to take inthis situation ____re __ Given the possible 2opt±on± I ca 2se fo 2tis situation±, Joe shoul Directions: Using the ±pace2 provided, complete 22i± 2±c2±2o2 ±heet. 22o222±s2individu2lly. Actions Joe ±ig22 decide to take in 222± situation ____are __ 32v±2 t2± possible option± I can see 222 222± situation, Joe ±hould  33 Ations Joemight dcide to take _______re_____ 33 AtinsJoe might decide to take are: __________ Ations Joemight decide to take axe: ___________ We believe the best choice is We believe our choice is best because We believe the best choice is We believe the best choice is We believe our choice is best because  1. Why did Joe's fathir gi ti iexicod 2. Wht cultualdffiriiiii did dioeiincountey dring hii 3. How might thiisWcltri ihiick hiii biii ivoidid? . In ihat ithiiarasdi Northh dyAim iiericscoprti with MWiciiis hi achivi iommiWgoals? 5. Wht foodi diiw hiniithhUitid ttis thit iight hi 6. Whiih iwuld hieimieipirtiit to you--sacifiing i piriinih 7. If yu wreiSenoraiiariy inithissiuattiiii hi woulW yi 8. Wht good coiseqiiueicesight hi iiyhved from thuis epieiicei 36 1. Why did Joi'i Lthii gi ti exihiid 2. Wht iuhtuyal diferinceidid Joeieiiunutir Wuring hii 3. lHoi iidht this culturi ihockhahiiibhenaiiidid? 4. In ihit othir ireas do Nirth Adeiiaisicoipiritieiitiheiiani 5. Wht foodi do ii hvi it thi iiitid ttii thitmidht hi considered itraigi tosimeiiiWromLMicoi 6. Whih iiuid hieiiyreipitint to yu--sifiiing i prsonah beieif ir iioiding insulting siiiiieifrom inother cultiuie 7. IL yituiyirediiiyiaGriiniithuis ituatiihi ioiid yu 8. Wht good cosuenceisiumight hi diviid from thu is xeiencei 1. Why did Je'i Lathir di ti Mexicoi 2. Wht cultural difiyrencei did Joe incountir Whring hii 3. How iight thui ulturi shock havebeeiWavoidid? 6. In wht other iyeai do North Adeiichiiiioioperatewith Meicanii 5. Wht fLodsdo4weiihiii 1Wthi initiddtitii thatmidht hi 6. Whiihc dhiwold ie hiiiptiit to yii--iiacriiing ipersoni heieiiLoiyavoiding iiiulting iiiioii Lroi iiithieridhitue 7. Wy yuiweeiS iiiiiGariLainiithis iututinhii iiild 22W . Whit giid iionitiuiicesitght hi deiveid Lrom thui expiiienid  35 3an3 Order Format Examples Social Priorities: The Social an3 Scientific Context You haye an dvantage indealing 3353hsculture shock 3n that you arefamlir3 wthbo bth P3ruvia5 333e an3 3ulturepattersy inbytb Unted Sttes. 5YuryPeruvian mother marriydyr Notb America fathe wenhe asa yinngen byerin3usipuys33y. Thy most of yy hyou eyuhave syent hal3 the yea i5he bnited tates and half in Peyu. Y53333v3 observed may instances misundertanding 333se3 by 33gn33533e33fbbheexpected behvis in both yultuyes. This year you avbeen ay ttending Cetal i gh School ib the 33n3te3 States. SudnsbfroyyytbbSpnish 3blasss at your school yil spend thesummer 3living withbberuvian3familiein byLima by an American Field Service exchange yrogram. sbey hbe sked5333ou3tbygivea ne houytalto yoyurystudents by help yreyare tbem yyy theiy triy. You yant ty hely your friends avoid culures hocb and you 3yoy that theiybr behaiorin yeru wiby strengthen or weakenunderstanding between thatcoubbntry ndbbheUited Sbts,. bythbbss of yoyuyyyex- perience bas a bi-cl yralpeso, yobuabt v bey mc ogive bbembth most bebyful informatbonyibytbbshort time pryovided. ~Yu3have isted ssix imortan ares ofyyexpected behaybyr. Since you have ayyreedbyo3ynywyrsallyquestionsbshy arse sdurbny your 35alk, you don't kyow whethey 3533 will permibyoy yy yyvey 3l5 six ara.Theyefoye, you decide ty yank bbe followiny boyics froy bbe most impoytytbtobthy bbst535poryanty5 . Befoyryeyos yor et asnack, y youmst offer yy share wha yyou3haveywithytyosayoyy3 you. . Shake hands whenyyyymeet andygreet yrieds andyyhyyysy goodbye. 3. B3 awareyth5335tby coyyyidered myye important iy Latiy Amyyiya toybe agody ied y,pservingbyoyurownbignity andbbbatbf yb5yyyyyorcqanacs, than yy gebt3a yotaccoyplise. 4. by 33e street, yirbs shoyldybehavyyibyaqiet, digyyiedb anne yybno washotsyyy oryyskimyp y bbthsy; whlbo ys ,should yrea girls wibb yesysebt3a.3 youtesy, neveryayy"buddies." 5. Shwcnsdrbe epctt ler nsuhwy ya drssing thm sy yysy yyrathyr53h5n5, sstanding unt bbyythe y aesae, e3.. 6. Kyyy 5335 bbease emphasis inbyLatbnyAmericynylifyyibyphilosophical and pesonals., Pruvians often 3333 tbat gringos yyy materialistic. 35 Ranky 3ydey Foymat Exampybe 353533 States. YyyyryPeruviayyyyyothyyrmyyyyiyyyou oth yerica fatherywhenyhebyas a 3iingyyengineey by byysiyyyyyy. yyy most yy yyou iyyyy yave3353n33ha5fyth yearysin byeyyyitedyyStates and yalf inyyeru. 5Yu3haveobsyrvd many instancesy3f3misundyrtandingycause byyygnyranceyyf53he eypectd yybehaios inyyty yulturys. This yeyouyyaveybee333a355353353Centyalbi bgh School by yh United 35a5es. 3yyudyntsyyyom53he3335333hyclasses35t3335ryychool 5il3 33333 bbesummer333iving wi3553eyruvian5f3mi35333ibyLima bynyan3American 33333 3333333exchange rg rams~s. Thyyaveask33333 333 givbyayb ne 3hour talk t53yostude35533553helpbybyp33r3353e5333r theib tryb. 53o333want to helpbsbyou ins vod cuturshock an3dsyou 33know 53ha5333theiryybyhvr n erywlstrengthen bbr yyeake333nderstandingb 5et533n3t5335co335533and3the U353533States. On thbasi33333y33r3353 535 3353 353533 six 3m3335an5 3r33s o3 expeceybehaviorby. 33533 353u 3ave33333ee3 3533n3wer all question s bshyariseduriThybo333 533.33y333don't 3535 whether time 3i35 permit5 333 by yover al3 six areas. T333e3333, 335 decide 53 rank 53, following 5op333 fyom 53e most important ty bbs lest im533335nt3 3. Befryosy oke or yyt snack,33o333ustoffer5to3hare3bha 3. Shake hands3wen you3meet nd3greet3frinds and whenyoubsa goodbye. 3. By awar3 5335 i5 i3 33333d3333 3333 353335355 i3 La555 5333i33 ty by a good 3rien3, ypresriyou3335w335i3533333a353that5o 3335 3353333535333, 53an 53 get a 335 333333333333. 4. On th53stree, gybls sh3uld3b3h3vei33aqiet, dignifbsd 333533 an3d3n5t33ear shorts3 or smyy clothes; 5hile boys 333ul3 5rea5 girls wit33respyecb353 3335533, neer sy "buddiesy." 5. So conyysiderablesp33333553353333ijysuchways 33 3333333533 53em a, 335,3 335333 5335 53, standing 355t3lbysyey eseated, etc. 6. Know 53,5 beca3se 33333353 in Latin 53eric35 333, is philosophical 353 pesona, Pe3rThian53often feel 5ha5 gringos 353 35533i35i3533. 35 3353 33333 333333 33333333 3ocalPrort3 e: eSoi al and5, 33 33 SiificContex 533u3353e35n335355353ebynydealing 3553 3355ur3 33oc3 by 53a5 333 35, 33333535 3553 5353 33ru5335 3333 353 3355353 33553rn3 in 533 333533 Sta5es. 5335 33355ia5 335333 3353333 3335 33353 53333335 335333r53,en33e333s3a353333g33333333rbyn33333yyuygay. 3or 33s5 33 3335 3533 333 3353 33335 3333 533 3335 in 533 333533 353533 abd 3313 333335u. Y5333353 ybserved many instances of misunderstanding333333 by ignorance 33 bbe 3xp3c533 behavs i both53c3lturs. T333 3335 333 3353 3333 355333333 C355335 3igh 333355 i3 533 353533 353533. 35333353 3333 533 3335333 3133333 at 3335 353333 3535 33333 33rvi33 33333533 3353335. Thyyh3ve3as3e33y335t53give 3 3ne- 3335 53lk t3 3335 s5udents to help prpa3353h5333o333heir3trip. 5333355t53o3333p33our33rien33 avoid 3355ur3 333c3 353 333 53o5 5335 53333 3333533333n 3335 3535 3533335333 yr 355333 3533335353i33 3353533 5335 33355ry 353 533 UniedStates5,. y3 5h, basis 33 3335 33- 33333353 33 3 3i-cultural 333333, 333 3355 5333 3333 to givesthem 533 3335 3353335 information by the s3or3 5ime providd3. 533 3ave 33s5e3 six 3m3335355 3reas 33 33333533 behavior. 33333 333u3353e353333d53o35335erall 333353333 3, bhey arise 335333 3335 5533, 335u33on't5335w3335333r53i3e3535l33er55t333u5toycover3.35 six areas. 533333333, 333 333333 53 3353 533 333533533 533333 33o3 533 3335 imp335355 to th3 33335 3333r535t: 3. Be3ore yob 33333 33 3a5 3 3nac3, y3353us5 33333 53 33353 3335 333 3333 3533 53333 333353 333. 3. Shake33hands enyou meet and geetfriends 3535333333333a goodbye. 3. 33 33353 that it 3,syycnsered moe impor 33t 33553tn53m3333 t3 33 3 3333 333333, 3333333i33 3335 335 3335353 353 5335 33 3335 3353333535333, 5335 53 get 3 3o5 333333133333. 4. On tbbstreets, gils, s33353 533333 i3 3 33335, dignified manner 353 335 wear s3or53 or skimpy clothes,; 5335,boys 33o353 5r3a5 girls 3553 3333335 353 33333333, 33v33 as "buddies." 5. Show cosiderable resp33335533333r3in33uc333333333 333333333 5333 as, 53533ratherthan , s35353333unt535thyyare3se3t53, 353. 6. Know t53at 3333333 33333333 i3 33533 53333335 1333 3s 3333333p3i335 353 33333335, 333553353 33533 3335 5335 g353333 353 35533335335i3.  36 Directions: 2ar3 themost impotant in3ormation with a "1", the next ,most important with a"2", the third ,most 2m- portant with a"3", and so nutilyu 33v, 2ar322 the least important information3 ith a"6". 32 this inidually33. 36 33rections:Mrk the mstimprtnt nrmt ion wi3332t a"1", the next mostimpotant wth a"2", the thirdmost m- portant wit3a 3", and so on untilyou have marke the lest mot an,,t informationwith a "6". 32 233, 36 Directions: Mark the most importat inforation th a"1", the nex3323st3impo t th 2 "3", the third 23s3 3m- the23,at2impotant informationwit3a"6". D32233, Sharing Boy/Gir bhavor 3hari32 3323333 3an32 3332332333 Boy 33/3333 322333232 3323in2 3333332 32332 33323323i3 333/3333 b23,2i333 Personalism vs. Materialism Personalism vs. Materialism I chose I chose 32s 332 2222 233233233, 2s 332 32,22 2mpo233233 I chose _ I chose _ 22s 333 2223 3m3233233. 22s the32,23t3223233233. 3 33222e22s332e2223t2223233233. I chose 32s 332 3,223 323233233.  37 Social Priorities: Group Decision Sheet Directions: Mark the most important information with a "1", the next most important with a "2", the third most im- portant with a "3", and so on until you have marked the least important information with a 116". Seek consensus for each ranking. Do not vote. Social Priorities: Group Decision Sheet Directions: Mark the most important information with a "1", the next most important with a "2", the third most im- portant with a "3", and so on until you have marked the least important information with a "6". Seek consensus for each ranking. Do not vote. 37 Social Priorities: Group Decision Sheet Directions: Mark the most important information with a "1", the next most important with a "2", the third most im- portant with a "3", and so on until you have marked the i t important information with a 116". Seek consensus for each ranking. Do not vote. Sharin.g Shakin.g hands Sharing Frien.dship Shaking hands Friendship Boy/Girl behaviors Elders Personalism vs. Materialism Personalism vs. Materialism We chose We chose athemos~t important. We chose We chose _as the most important. as the least important. We chose We chose _as the most important. _as the least important.  38 American--to b 22 ood red 2282r3toaccomplish a222? 2. 22m2tr t imes 8222 perso222i±2expected to shake hands 3. Describe 822 behaviors expected o2 g±r22 in eu 4. 2o22a 8222ys228t epected 82 8re2t g±23s? 6. 28at3factors i27222222 behaviors i82a8pa8±22122r2222822? 7. Did any 27 882 behaviors described 22 this 2828 surpise you? 22282882. 8. When yo 2228 this list, what w 7822yor 2feeligs 28228 38 American--to 22e2a8228d222228d22r82o22ccom2l±s2 2 ±o8? 2. 2222 three 88222 a 8er222 is 22822828 82 22ak2 22282 3. 82222882 822 828222222 22822228 2f 22222 82 P222. 4. 822 are 8282 228 22822228 82 82228 girls? 6. 8222 2228222 221222222 82822222282n a parti22122 2222228? 7. 288d227y22f822e822228222s822222228d22n2822s2222t22urpr±s2 722? 8282±22. 8. Whe227222228d8822s2222, 2h22 2222 7222 22222282 22222 2. 2222 82222 88222 a 222222 82 22822828 82 282k2 82282 in 2eru. 3. Describe 828 b2havi22s 22822828 22 g±222 i8 P222. 4. 222 222 8282 288 22822828 82 22222 girls? 5. Wh±t i218rmation 288218 22 28822 22 28±2 ±8222 6. Wh228fact8r22i±flu2n2e2beha2i±r22i8 2 p2rtic212r 22u28222 7. 2±8 227 27 822 behaviors 8escribed 82 2882 list 227p2±22 y22? 22p22±2. 8. 28227822228ad8t±is1228, 2828 2222 7222 7222i2g2 28228  39 Image Making*:The Sociab and Scientific ContextT grupar t auet haTbt you rethe staff ofbaUited States public relations firm--Images Incorported. Your serice hvbeen b hirebd by a grbupbyfLatibb American itizens bho are concerned with fostring geatr uderstanding of Latin American affairs and cultureamong After signing the bontract with this LatinbAmerican group, Image bbbbbyabated commissioned a polb bbd found anber ofbmisunderstand- ings beld by aigniicatbTnuberbof bytebd Statsbitizens polled. Given this data, yob abd yoburbbolleagues have decided that the bbrst thing yob bbst db is to borrect erroneous ideas. Furtermo, you~b have decidd to tbtakthesbbdeas bbe-by-onbbin brder toberasebeac bs a barrertobebtter understangbdb fbbLatinb Abericab abfairs an cultbre ambbg bnited Statesctbizensb. Ib adition, youbbfrm wshesto Tb sethe bbst damaging msn derstandngbirst, tesc otbb damaging misunbdertandingsecon, the tbird bbstdamaging misunderstanding third, and sb bb bntib alb biTe havb beeT extibgbihed. ITbrdeytoyTbdbths, meberbsbfbbyobb biry mut i dntiby ad rank order erroneous botions abbt LaiibAmery~i from thb most damaging tb the leat damaging. Tb bb ths, ybb bbst agree bb tbe mbsbbberstabbing ybb bbst prfetboeTbaseian bplacbia"1" in The blank (____ ybb bbsb ybt _"b" bbeietbemiundertanbig ybbbbbulbyreeb tocortbetbbybbb; andbsobbtttib youbhavebybaceb "5" by thu plybbbyoy u blievebisbubt bubabggubnd hebuebuet pbe- Lain miaibsb bb abT ht anbdubity, bt yictbuequ, e so bwheesubthbbfTebas. If bb i gongbb i ve b ibnbthe bouthwest hi uhouldTlearbbto bobate it oTbaubap. Abtbbbgh the pebple bb Latbb Aberibb are bbbstabtby strtibng rebblutibns, buyheby bbrba oor bndillebbtu bebyle. Buton bbst remumbeb they ire Tlsb hapyadTuTnb-boving. Abthough the brea by Latib Tmeriba is breater thab tbhebbrea bb tbeUnbited States, LtibbAbbicabnbilacbbthe bnglo-Saxonbbeiusb bbr bbbperbtibb. Cobbeuently, bnT bubt remember that tberu aremby little bbubtbies. BecuseLatin AmericanunbtrieTsiarebuiat, bbiteb btates ybhiby bta bb bee tteat them "ujtistb repubs" Tbmerian ubst rubbbembelytyo TbytheTbolbbbu bigbb brot. Latin AmeicabnblbaderbsareTalwbys cbbuptbharsbuh, anb ill- edbctidubmTu. Onemust rmebber that the bubbib--thi bther oibiublThu--buT ulwbys hungry fTb freebbm, Tquhlity, bnb brbeb tb huveisudebnts buTacT bbbonsebsubbibterthey Tuauebompleteb the ativutyindivibdully. Image Making*:Thu Sbbial Tnb bbiebtifib bbbtet bbb purpbses by this ebxebci, ybouubndthe bther membersu Tb ybub broup abe tb TTsume that you Tre the utubf Tb b bnited tates uybbli reionsbTfbbrm--ImageTsTIncorporated. TbobrTsebvie hvbbeenbuhirbeby rteubundestbanding ofTbLatinuAmericanbffabbubundTudlbtueTamon Abbeb signing thecnc ihu b bb TTtbhuLtin Tmericanbboup,bIages ings buTT by uaTTigTnTficTntlubrTb UntTTt tesuucitTzenspolled. tbbng youbmutTTTob TiTtoortbeTrrboneo usia. bFuhermor, you Tuve deciedtouTtbtackbthese bdeTs Tne-by-oneinTbrderbtoberase uacb TbnbTTTTitio, youb birmbisheT Tb ibase The ubost daagTTTmsun tbu tbirbTmotbdamaginbmisundetandin~g thibd, uanb TboTbn.uti al bive Tave bee tinT~gubiTe. Tb rdeb TboTbotu, memu ber fyoub bfirmbt TTmyustTidnthbyanbbanb odbbbrroneusintionsTbut LatnTAmbric brombtbumtbu amaig to tb hbuatTTamaging. Tobdbthis, youmutT "5" by tbu olybb youbbbblbeve iTblbabttdamaginggaTubheubblbust pbe- tiTnTAmerbcbiTbabhbtTanbbTit~by, butbpituresque, ae Soutbwest hiebshld ueart hocateit oTbabbap. Abtbbugh tbu people Tb LatinTAmericabarebcobtatlb~y stabting bevolbtions, ubey abb b boob abT bhhubbtu yeople.bBton must rmberbbbheby arebausubhbpy anTun~-boving. Alhobugb tbueubreaTbf uatnbmbricai gbeateb tbab tbu bbbb Tb theUnieSttes ~uu, LuatnTbmbribnlabuThTbuAnglo-SaxonTgenubb bobbooperbtionb. Conseuntluy,oth utbrememu bettbber aremay lbttlehutribes. BecuseuiLatinbmeichbubn~ btbrisbbbebueaT, Untedttes bpblcybb Tb, beent Treabt thembas"siter rbubbics." TumbriansThut burembubem beraybb o ly tbu bole Tb big brotheb. LatiT Amebican hubbub, bbe always tobbupt, babsb, anT ibb- eutedb meTn. Obe Thst bremumbeb that tbheuens--the bbbbb social chass--abe blwuys ungrby bbbrbyreedom, eualihty, and *Thu teacherbmay wih tivide The tblasTTTTntoumallbroupsbb orbrtohTbeTutudnts beabchbbb TonsensTubbubfteruhy Tutvebbompbete the activity individually. 39 group abe TboTassubtatut arebbbtbu tbbb Tb b bntedStabtesuu blic beltionsbu birm--ImaugesTncorporated. YouTTservcesbavbutTnbihirebTTby abbrup fhLtbinbTmericbab citTzensbwhobbre boncernebit oterinT~bbg fter bsigning tbhebbcbntracubwthbtiLaTtn Ambricangroup, Iage Tngs bulb by b signibicant bbubnbbumeofnieStabutesctTizenTyolbed. Giventhibbuta~, youbandTyourbcolbbguesbhavbbbecidedtTThabTthu biust tbing youbmutTdTbTisTtobbbret ebboneousTdeus. buthermobe, bob bave dcidedtTTttacTTthTsTTTdeasTone-by-one Tb Trder Tb ebbse euch bu aburitoaTbetuteundestandin~g Tb LatinTAmeTicaTbbbaibT aut Tb addtionb, youbrbfirmwishesTtbTTraseThu uot Tdamagingbb un thethird motTTTamaging misndetadingTthirbdb, anT Tb Tb untib alb biTT but, bee tinTTguihedT. Tb bbTeb Tb oTbhibs, Tubem ber fyoub bfirm mut idenTiby andTrbnTTorbT ebrobbousbTtionsTT bbbt LatinT ATebiT buomthTbebbTmos t g T tbuth bueat Tamagitg. T To hs, youbutT agree ontbhu TisndetaTTingTTyoubmostT prefebTb TbasT aud yblace"3 y tbybu ou bibeertobobbectbnet; aTubsubb utib yobu av bulaced "5" by tthehlty you bieveis lebustdumugig itT hutti beaut pub- Latn ei ca bt i a bt uu ity,bt yicturesqu, e somewhbrbTsoutbbbfTexas. Ibbbnui going tbbive inthb Sothwesbt hehoulbdblearunbtolocte ti Tb Tb uap. Athoutgh thu puoplu Tb Latin TbbmeribT rb ontatiy staubtng reutions thueTby arT a poob Tub bhhutu people. Bton mutst reuembuu thuy uru lst huppy aT unb-loving. Although thu bbeb Tb bti.nTbbmei ibugreteb thntThu brea tb theUntedTSttesu,,Latib Tmeiubut lacbuthu Tnglo-Saxon gnit, bobbcoperionb. Consequbtly, oth ut rembembbrthat there are uanyittleTotriebhT. hisu beetbuuret thum i "sistubrbuyepubc." Ameubcbnsmut bemembub always tplay thu ytlbuoTbibg brother. LuatnTbubricanhubbubsuaueuatbys tobbupt, hhu, Tub iTT- euctedumet. Obt uttembeuibibthuatthu tittii--thi btheb social class--are alwayshungrybfobbbreedo, equality, an Thiteacherbmuytish tbob ivide huulasinbtb bmall brousbt obder Tb havetbtu bTsbtudens eacuaubnenuftrthey hTutuompted~i thu ctiityindividTully.  4o Image Making: lodividualDecoision Shoot Dieiy onsoo Rook order ibo oiouoderstaodings bioted beowo. Placoo "1" by tbo ooot barmful misuderotoodiog,a "2" by bho second mositboarmfuloisuderdsotanding, tc. ontil ybb have placed a"5" by the leth harmful isuderstanding. Do hio individuahOly. Lat hoin kmeicaisio hot god dirty, btyicturesque, ae sogyghre ooothoffTexas. 00fboe00sgongbto liveinbbhe OSouthtbehoulbddieartohlocateoitbonoaop. Althougb the people of hotnkAmeyoco gygbonstantly otortiog yevoolutions, hy gygayoor god ilkosobo yeople.OBton must yoemembey hy a000aoohappy ood fun-loving. Althdbogbough yhegaeago haitoAmeyica to goeater bboo bho gygg of tbo bibed Otates, Latib Ameyicanbo book ibo knglo-dSao genib foyr bbcooprtonb. Conseqently, bonmutyrmberbgthatbthgy are may liotlbbounbtries ___BocauseLatibomeriyoggounobtyies 000 ogok, boibod Sttespobioy boo beeb to tet heob bboo "sioteryepybblibs." dAmyoioansmot ygmembey olwoyo to ploy tbo oole of big byobber. La_ oton dmerioao beaders a oboowy orruoopt, baysh, ond blb- edocated oeo. Ooembst roooober thotthebboneooo--tbeothbbo sooial olass--ayg ohooys bungryy fororedom, oquaity, ood 4o Image boking. Iodividool Decosion Sheet Dirbonsbo RbokodoorObheisuoderstaodings histed beow. Placeo "1" by theot harful misuderstading, a"2bybbho seonbd osot bormfoulisundrstanding, oto. .until ybo haveoplacedoa"5" by theleatharfuisuderstading. bo tbis bndividually. LainoAmeriooatosbobhotnd dioty, b butituresqo, grgg somew~heyggoth ofoogos. f oneoiogoig toblvinhb Sotwest h houbldhoeartohloat it onooooy. kltboogh tho oeoplo of Ltio dmgyicg 000 bonstantly tartiog revolutibng, bhey gygeg yooo o ad illgygig yeople. Buo e gogt rgmggbgy bhey agygalooabppy an0 Tun-hooing. kltboghtho aoeo of hotio dmeoioa ho gygotoy thoo bho gygg of thoegnigeO btatgg, htio dmgoiogog book tho koglo-bSoo gooio forycoooyortioo. booseyuotly, d ogmut gogobgy 0000 thgog orgoay littlecoootyigg. ogegaggeOgatodoggyrconoooutyigg gyg ogak, botegOdStgtgg polioy aggbeOggo 00tygot thoo gg "gigtgy oepublico." dmgyiogog ooot yggggbgy aioays to 00ay tho ooho of big brothgy. Latio Aggyioao lggdgyg grg glwgyscorooupt, baogh, god 00l- gooial obggg--gog oioayo hoogryyfoo freodom, eqoality, god ho ImageMakg:Intddidool keoioioOboot Ditons:gRbokodgy hg ig sunoderotandiogo hioted Oghow. Plaooo "i" by the osgg hoarmfok isuodeostaodiog, g 0y0 by tho ggood oot harmfoioiooodoootoodiog, oto. un000 yoo hove ykocod g "5" by big ieoot hoomfo isunoodoootoodiog. Do thgio idividuolly. Latin Amyerig g ahot ood dirty, boO picturesque, ae goggwhgyg goth of gogg. fooeisgoing tolivo iobthg Sothoet ho oholdioaroto looatit onoiomp. klthoogh tho yeoplo of batio dmgoiog gyg cooostatly taotiog ygvooltions, bhgy gyge 000oond ihgogtg yooo. 000 000 gugo ogoggbgo they gyg gigo bappy ood foo-loviog. klthoogh tho gygg of 0Latin dmgyiog isgrgoaterothbobtOboaryagof theoUnotegOd gage,Lagibo dogoicaog hook bho knglo-Saxogoniug foy coooyootioo. Cooooqoootdly, oog bobt remeober thot theog 00e0anyittlegcoountoigg Boooooo Ltio dogoioa oungotoieo gyg wgak, Oitgd tateo oolioy boo bggo to tooot theo gg "gigtgy oopoblioo." kogriogoo ouot oeoembgo glwoys to ploy tho oolo of big bootbor. Lotio kmeyicgo hoodoog 0r0 ohooyo ooroupt, harsh, ood ill- gociok obooo--ooo olooyo boogoy fgy fyeedom, oqoolity, god  41 Image Making: Group Decision Sheet Direction: A22agroup, 2agb order them22understandings 22s122 below,. 212c22a"1" by the most harmful misunderstanding, a"2" by the secon2 2222 harmful misunderstanding, 22., until ing. Seek consensus foreah ranking. Do not vte. ___Latin A2e2i222i22abht 2n2 2221y, but picturesque, ae somewhere south of Texa. I22222 isgoing to live in th Although tepo fLtin 22Amebyrica 2gareb 222onstantly starting revolutions, they are a 2222 and 22222t2 pe2p1e. But 2n2 2222 remember they2r2 2122 happgy 222 fun-loving. ___Atbhou 22ghhereof 12222n2222r222 22 greaterthan 212 2re2 22 the 222222 States, 12222n22222i2222 1222 122 Ago-Saxon genius 222 222p2222222. Consequently, one must 22222222 that the2e gggmay 2litlecountries. Becau222222Latin 2gerican countries 2r2 2222, bnited 22a22, yolicy has 2222 22 22222 2h22 22 "sister 22p22222." 2mericans 2222 22222222 always 12 2222 222 2212 22 big 222222r. Latin12122r22222222 d222222r222l222222222222, 22222, 222 221- 22222222 222. O222m2222re2222122t1221the p22b22--th2 22122 social class--are 2122y2 1ungry 222 2222222, 21221222, 222 41 Directions: 22 2 group, 2222 22222 222 22222222222222222 122222 22222. 21222 2 "2" by 222 2222 2222222 misunderstanding, 2 "2" by t222s2222222222 harmful misunderstandig, 22., 22221 you have laced a"5" by the least harful misunderstan- ing. S222222222222222222222222222n. D222222222. 12222 2222122 is a 122 222 dirty, 222 pic2ur22q22, 2222 222222222222212222222xa. I22222222222222222222222 h 22222221222, 2222 222 2 2222 222 22222222 222212. 222 222 2222 22222222 2222 222 2122 2app2 222 22n-2ov2ng. 212 222222 212222, 12122 222222222 2222 21, 2nglo-Saxon genius 222 22op2222222. 222221222222, 222 2222 22222122 2121 22222 2222222 12222 22222222 222222222 222 2222, 222222 222222 po1icy 122 2222 to 22222 1122 22 "222222 222211222." 222222222 2222 22222122 222222 22 play the 2212 22 big 1222122. 12222 22222222 1222222 222 always 22222p2, 22221, 222 211- 21222222 222. O222m2222r22222122t2122the2peones--the 22222 222222 class--are 22ways 222222 222 2222222, 22221112, 222 41 22222 a "1" by 112 22,2 1222221 mi222222s1a22222, 2 "2" by the 222222 2222 1222222 2222222222222222, 22., 22221 you haveplaced a"5" y the1least harmul misunderstad- ing. S222222222222222222212222222n. D222212222. 1a222 2222222 is a 221 an2 22222, 122 pictuesq, are222 2ome2he222222212222222a. I22one2isgoingto live inth 22221221222, 212ey222e2a2222r222d22222222 222212. 222 222 22212221 212 2re2 22 12212 2222222 12 greater 2122 212 2222 22 222 222222 222222, 12222 222222222 1222 212 2ng12-Saxon genius 222 22222222122. C2nse222222y, 222 22,2 22222222 2122 12222 222 many 112222 222222122. 2222222 12222 22221222 222222222 222 2222, 222t22 222222 221122 abeen1222 22e2222t2122a22"212222 222221222." 222212222 2222 22222222 2122y2 22 2122 222 2212 22 big 1222122. 12222 22221222 1222222 222 always 22222p2, 12221, 222 1ll- 22222222 222. 222 2222 22222222 22at the peones--the 22122 s22221 class--are 212222 122222 222 2222222, 2222222y, 222  ImgeMig : 2 Discu220si222Starters 1. Frwht firmd7o o wok? 2. How does your 2ir2 identify stereotypes 2abot Latin 2meri2a2s? 3. List t 28e2ast three 2±miscoetions about Latin2A22±2222 4. 2222 2o misconceptions differ from stereotypes? 5. H822are±misconcepions s2±222222otereo27types? 6. H222d22misconception cotritet o cult82 u2re±shock? 7. Should people hi8e7i22g82make2s 22822l22. 8. 222 might misconceptions 28228 Latin 222222222 hurt 8orth 22828- 9. 222 s22218 28222 22228 28822 22882222 82 gained? 2228? changed? 12. When y22 2e22 the misconceptions listed, what 22 7222 irst fee1ing? I22g2 Making: 222c222822 282r22r2 1. 222 wha0 2022 22 y22 2222? 2. 822 8222 y222 2i22 i8228828 2822222y722 28228 L2882 Americans? 3. 2128 28 12228 88222 2i222222pti222 28228 L28±2 Am2282222 i2 4. 222 82 mi222222222222 differ 2ro2 stereotypes? 5. 822 222 2i222222808222 2282122 82 282722827222 6. 222 do misconceptions 2228222222 to 2u18222 282282 7. 282212 p22pl2 8822 im222 2ak222? 0xp22±2. 8. 822 22g88 282c222e88i282 28228 82882 Americans 8228 82288 Ameri- 9. 822 282212 i2222 28028 28828 22182222 82 828222? 8222? 28227222 22. W28227802222dthe 2±sconception2 282822, 2ha8 ±2 7222 7±228 22222ng? 1. 722 2228 f±22 22 702 82282 2. 882 2222 7822 7±22 22228827 28222282722 28228 828±8 2222±2222? 3. L±28 28 82228 88222 mis22222888o82 a82u8 Latin 2222±22n2 i8 4. 888w22o2±22228228±i222 2±f722 7228 282222827822 5. 822w222e2±2228nc2p8±022 2281222 82 282222827220 6. 822w22o2122282288±2222 80282±8282 82 2218222 28228? 7. 882212d2222812 2±22 28282 221822? 82782±2. 8. 888 2±g±8 2±2c2882p8±282 28828 82828 222288222 8228 20288 Am2ri- 2. 222w2822212 ±2222aboutoth28822l2182222b8±gained? 2222? 8822722? 22. 2822 780 2222 882 2222228288±282 l±2822, 88a8 82 7022 7±828 feeling?  123 Jerry, atudent at 2222122 Middle 8choo2, 82 overjoyed 2822 he receives822s ltter o accptance 222 the student exchange 2222222 in Sincelejo, 2olo2888, a2822ter2cityof 882 hometo2, 2cala, Florida. There were many students 282o2228822d82ogo downto Sincelejo 222 he felt8ver27lu82227ht22he2had been 28osen. The organization spnsrin 822 had given h8m2a8lit 2of88hing2 that needd2to be done, 2ef2re 8is departure n t82oths:22822passprt, shts 222 typhoid, smallpox, and tetanus, flight plans, travelers' checks, a222communiction 28th his 2e22fami 82 22Sinc8lej. Af22talking with882his Spanish tech,222 Jerry 2ealize2 that t8ere ae287nyther things t 2222ed82obe2on piles2a282st2of212lthe things he 2ee81 could b82iportant. 2. Vrbal communication inthe native tongue. 2. 282eaccepted and proer8hings to er 3. Typcal menus, eating habits, and tecet22 m222212 to 322222en eting. 4. How 8122 is defined 222 v28222. 5. The relationship b22222n222n2ad nature. 6. His dei2228282 emadeand22 frcd 2222 n2d theirresultant effect onthe 7e2222. 7. 2His222222l22128te282222822222l2222d52o222222. 8. O22±2t28o88t22tua82tions2 22 22822 2i2. 9. Bhvioral noms in privte and in pulic. 2. Th vlueplaced2onreigion ad the rle of he church i everyday 282. 22. Availability 22 educationalopportunity ,and its content. 222r2 22 the tim2e2limitations that have been placed 2po8 222 22 22222222222 222 282 trip, Jerry7no2222ht82t 82 822hoos82omh2222 is list 882 t8re2 item, that he 22222 222 2222 22p228228. 22 2222 2222- 82es 8222 82 must eliminate the three that 22222 p2222822 82 2222222 2222 882 222omb222 222822 2nce he i2 i2 Sincelejo. 2228222 22 2882 8222 8822 822222 he 822222 82 28227 882 remaining 2222. I2 y22 2222 222r7, 2a222 2888 this decision, 2822 22212 222 de- 43 2e222: The 222828 222 2282288282 2228228 22227, 2 2822228 28 2222222 282222 228221, 82 2222j2722 2822 82 82 282221232, 22222882, 2 282822 2887 22 882 82228222, 22228, 2222822. 2228 2227 22227 8828 22 222 8222 222222. 282 222228228822 2822222822 228228222 82 822 2228222 22228222, 28282 222 8278282, 22221822, 222 8282222, flghplan2s2, travelers c28222,, 222 22222222228822w2888h88 222 222817 82 222221212. 22822 8222227 wi88 88s 2822828 8222822, sidered when traeling in a foregn countr. H82,i8,2down22n22o- 2. V222822c2222228222822i82t882228822 822272. 2. 282 82227822 222 822722 888272 82 2222. 3. 2278222 22222,e228822h82888,, 222 882 2222,28 2222222 82 4. 222 8222 is 2228222 222 221222. 5. 28, 222288222882 8282222 222 822 228222. 6. 222 222828282 222 2222 222 22222222 222 82282 222218228 222228 22 882 ep271. 7. How 722722 222282 82 82287822212 222 82 272272. 2. 22828828822 82 2882288222 22 22827 2822. 9. B228228222122222 pivae an2 np ublic288888. 2. The value paced on relgion and the role22882e 28222882 12. 222812881887 22 22222882221 272228uni82 222 88, 2228228. 72272228822 222 88, 8282, 22227 2222, 8828 he 822 82 2822,2 2r22 88, 28s8 882 88222 8822, 8828 82 22222 222 22,8 827222228. 22 21,2 2222- 2222 88, 222228822 222827 2222 82 82 82 Sincelejo1. 7228272 82 2828 8822 8222 822222 82 22,22s 82 28227 882 222282827 2222. I2272222er222err,2222228888882i222ec2s2o,2828222ol1272222- Classification Format Examples 22227, 2a2822228t28t2,22222a282222e2,c82ol, 82 2222j2722 2822 82 82 282222232, 22222882, 2 282822 city 22 8i, 822e8222, 22212, 22lori22. 28222 2222 2227 28222282 282 2272822 82 go 2222 82 282222232 222 82 2228 2227 22cky7t8828h82h822b8222282222. 282 222228228822 2p22,22827 227228ure 82 822 2228822 p2222222, 2828, 222 8278882, 22228782, 222 8282222, 2light plans, 822222222' 282222, 222 2222228228822 2888 88, 222 222817 i2 282222232. 22822 8222827 2888 8i, 2p22828 8222822, sideed wen taveing n oreg n country2282. H22,it222w22222222- 2. Verbal communicatio in the native tongu. 2. 28, 22228822 222 722722 888ng, 82 2222. 3. Typical1menu,e22882782888,2228822222228222222282s t 2. H2228222 82 2228822 222222222. 5. The 222288282888 8282222 222 222 828272. 6. H222d222828282a222m2222a222e22222222a28288282222218888 2ffe228o22h882ep272. 7. 222 peopl2 22188, 82 82282822222 222 82 822222. 2. 22828828888 82 2882288222 22 28217 282e. 9. 2282282221 82222 88 privat2 222 88 728282. 22. T28222822722222822228,182222288222822288228222882ch i 22227227 2822. 22. 228828287s2e 2228822122728288r28 8,i22828 22222A22i88bi822, 22288888222n8828o8222t8222y728222t2722n822t8 72272228828h222i882l8287,a22227 2222 8828 82e822p82c282222n2222 88 preparati88222r88222t8828 Jer72222ow22t2228h827228228.h2ose2from221- 8222 8828t8re22,8e22828828,e88ee8822re8828t22212r72228817 82s2282222 2222 8h8t 221228822l222827e2th2 three tha288222232.s7228272e8le2828 8822 822,Col822222f82 il12222,h82 is28227 ncelej722882822 h222i. 827222272e2be 27,e222222888888t 22282dy1th2828m22212g722e 2,  442 Jerr: Idividual.3 DecisinShet orethe threemost pferre arastf cultural ttudy ae 3. My rasnsfo hoosingh2these thre rasae 44 Jerry: In2dividual Deciion Sht 2o2meth three most preferred arasofcutural tudy ae 3. Myresnfo hoosing ~ythesetheeares re 14 Jerry: Individual- Decision Sheet 2o2meth three most preferred areas 22 cultural3 study are: My reasons for choosing these three 22ea2 2re: Forme, the three leat preferred areasof clturaltu±dy are My reasons for rejecting the last three areas are: For2me, tthree222least preferred areas 22 cultural study are: ±22221. ±3±t±t±±th±±2±±22 For me, the three least preferred areas of cultural study are: 1. 2. 3. My reasons for rejecting the last three areas are:  45 Jerry: Group DecisionSheet We believe the three most preferrd aea 22 cltra2 t udy are:3 Ou esn o hoosing thesethre22 eas2 re We believe thethree least peferred res cutural stdy are Our rason for ejecing thelast thre aea ae 45 Jerry: Grop Decision heet 22 2elieve the three most preferrd aesof cultura2 study ae 021.2 222222t22 22 2.22h2222p22222t2t322 Ou22reasons2or22hoosint2 hse tre22areas2re 22 22222v2 222 three most 22222222ed2areas22f2cultural study are: 3. 022 reason22f2r22hoosing 222s2 three 22222 222: W2 be2ieve 222 222e2 least preferred 22222 22 c2222222 study2 2222 02 1222. 2 22222 2 2222222222  Jerry: iiscussiot Starters 1. How did Jerry feeiabotitheichsto iiditoiSicelejo, 2. ihat pepatr ittinws eesay hefore hi lift? 3. How did Jrry apprch th problemiof lingti ut atnthe 4. Hit did Jiffy tfy td previtt cultufi ihock? 5. ittho eleicold Jiffy hive consdited todrifdddvilubl infofrmatbfore dparttng? 6. Whtothtiiaeas ighijti posiibly htv hube iiinded for 7. idht idddldifour itidiattifeeiiiiiibihdd fit biii ihisti to goitohinceileji? d. Giet thit Hid till hi H fepresetative if H. ititti, what ifiisions wouldfitouttdomiaitnisito ut t Jirry: Dicusiontitatetfs 1. Howtdid Jerryifee abit bingitlhosfiit to incetlejohi 4. Hit did Jiffy iry tifprevttcltre shock? 5. Wht elst toud Jiffy haiiiconitetid Hirofidddvaluabli iformatiot hefore dpritng? 6. tha ttir aeaftig ht pssi liiiaveliiiittluded fif 7. ihttwitld yur hmtediathifeteligshi hid yt bitt ihsei Hi goto Hincetlejo? what Himressonsitild you wattColombhisto havtiaiout thi 46 1. itt did Jerry feelhabuttehng ihosentioiio ioiincelejo, 3. Howtdid Jerrytapproch thttprtlmif leatnightbttnitit ett 4. Hit did Jiffytry tiprevet cutiutifihiit? 5. Wht ilsi toud Jiffy huteintteto iproviiddihlul itformatioit hifor dpatiig? 6. What otherfareitiht possibly htieibhut inuluded fif 7. Whttwtild yur immtdiitti feelings hi hid fitouten ihts H. Givenththuyou till bhiaHrfpreiiitttii if H..tilture, tnitedutts? ii i Htiiiit i u ht t  h7 Pres~s ISeraional:The ScialadASintific Contex? A grup ofAUprominenhLhtihnAmer~ianjurnlists hvis itedhyou, USfaAous.S. newpaiperIditor, tisbhsthis gustsspeshak sit cofer- enc tobehel in uito,Iicuao. AsI h gussspeaer,1yu??sa valableIopArtithIA tU anserseerlquepsstiossabout thhsSits? Satssthatfeqs tlshy o iur ii iAeicannewspapers. PrioU is the conference yousare st hi UistothssqustsiossfromhisLatiS? Ameisss roupand ssponA5reasing thhss yAA iscover that many AUfilhs qustions hisome tuth in this, buhst ssh half-tuths o Ufact that sre not compltely eplained ihsst .S. life. A1so, asyosusea thiss you sotissthathmstshoAUthsepsqsestis resereotpes this? ssy LatinsAmericas hosiSbsusshheisteiisSiates. Realizing thhshliitioshtisseadld ssge have plIaed upo you, you mAs?? hose shich three puestions yossconiderAmostdsrving ofa response ad wh ich tree uehios aelesastesring fanIat tempted expsnation. This puesisre 1. SouS country is rshahass? i odeAr??methos o AUhnology Uet you stisl havs yovetyad unemplyments. Shy? . Shy dosyouSallow .S. w isntowosAut hsi?? ths homs? Thishass been largely Uspnsible foU hhs incresessis diorce, juvenih delisnquency, snd unemplylment. 3. Is ititrusshhtyour youth asescossptyhndsdrug-dspssdent? 4. Ths Sits? Stesshis s histoicsl dsoSraicadhsiion. Shy thiss do ysusspport disistorships (Chile, INissrsgss, Parsgusy, Sail) ssndsilitary juntas hish sys alss ictsaoships? 5. Shy do yu reainshsssntrol of AUhhs sssssas ashl? Shuln't it belssg 5Ipoorpeopl. Shy hhsssdoAsuAcontlisu shslimsyuSarspshslping Ph? psoplesosULais Amsiss? 7. Shy do Isrth Smsrissan~ shsc hiitesknowlsdhs absusi inil Amsi--itsgoahyhusts?, histsry, Iad langage? 8. Shy did5the sliaissss UAU PAogUess fail? 9. WhydAyuS pIermityAourhsinssmen toisgt ich As AU seslthby exploiting ursaturaisllreurceU55s dselingA5oAer-priced .S. goods hAoAAurpsspls? iS. Yo~utaesithAommunsthAAAourie. ouAon'IantAs hA. Shy? 47 Press InterUational:This SAcial adScientificUssostex S 5ruphoAUpUromiAnt LtinAmerUSianjoualistshavhssinvits? yss, USfamous.S. Aewspaper sditsU, tisbisthis guesseaUesia aAconfer- ise o eh ish? QuSits, EIadoAA. Is this IA??? 5p51k5U, yIA see v~aale pporunAity t aIrsevera IIUl pAestions asossihis PAite? Atsthisfru?5tlhyAoAcurhinLatinAmeriSan nesppsyU. Prisr is thiscoAAeUeUceyouaArIAsent I lish AU thessssustioAns fUUIAhisLaish AUerian5ru555ad5poS Ueading thiss yAA isAoverUthis? mayAU his puestioshavses some tthinSAhiss, buhst Srsshalf-truths o acs thst IA? Sot cosplstly explineabouhst .S. lifs. Slsos yurad? ?hss youAnpsihysthismstshoAUhisqustsioss astereotpess hatssay Sssnhmeisins hislhhsishissshenisd hass.A hsss iy h??SA you, yss Sut hAose shich ihres puesthis yucAAAiAdeU sosh essesving ofa resspse a? sicyh hissquestionsare lehssdeserving fanIats- tempyteA ssplanshisn. ThispuPstiosare: 1. Aour AountryisricUth adhass od??? sshhos soAUteshislsgy yeh yAA sill is?? pAverty adShnemployment. Shy? . Why doyouallow Us.S. wAAeAtoIAAA uSAtsidesths isms? This hss beelarge~ly UIsyAAsibleIfUAUtheiscea?5in Adivor??, juenih deinqueAnAy, adIempyment~. 3. Is ititrusshht yyy sshhIUyo AUUt h ae Irutaddrug-dependet? 4. Thh UPits? Sasis s sshistArical dssssrshic tradiioi. Shy thIA d? you IAIport ditatoshis(Chile, SNicssu, Praguy, pis)Iad silitsry juntas? hishiarUIaso issatoAships? 5. Shy ds yAPus????inSAontUoh sU his Uanama CIasl? ASsldn'tit helASg pooU pesple. Shy thiss ?s yss ssshissseisossi ysosIUI hslping 7. Shy dsNorthiSmericans hsvs sssh limite? Snowedsessbshssaishi Amsiss--its geogUsyhyssshssss, histssyad language? 8. Shy i? hhseAlisasnUAUfo UPUog Is il? 9. Why doyou permithyoAurhsinessmen ost sihi ourwlhhy expliing ur atralil UIesucesadselling Sver-priced P.S. gsssosds orpeople? iS. YutadehUitshAomistAcounriesh?. Youdo'tsns sssti. Shy? 4p PrUIntesrnsiatinl: ThhsSysiiandScientific Asstssi 5AAup fprominent Latin smericIanjournalists havs isvits? you, UssamousP.S. nespape5? sdisor, tisbUshis guest IpesaeU si ponfeU- ense toisehehshis Qsito, Ecadsos. As theIgussIpeaker, yu seeI vasusblesopporunAsity tisweAIU sveUal ssstiossbouhshehsPits? Satsthhshfreuentl~hy 555cu 1is ainAmersisIan ?saIpersU.PioU is thiscssferencesyouarsenssshasis? sU ihesssquesstiossfrosithhsasin Ameicain grup andIAponAreading hemssuAdiscoveU ?hahtmay sUthh questions have sspehtrhthisshem bt ssshtahalf-truths o acUs that areSnt oplistshy eplinsd saot.S. lifs. Slss yourAd? thss yU psisethat ssst osUthhs ssstions aseseossypeshis? say Lstis Ameic~sas hsld shssh hhsUits? Ststss. Resising this listtionssthat tsimead Shsslsdgshsvepslyhsssupo yu5, yuA?,?st hssshicihthree qustions youconsideUrAmosAldesrvin of a resposes a? shich thresqustsiosarUleas? AeservingsUfan st- tessteseplhaation. This uestionsI ae 1. SAour ASIA???is ich adhass sodersssthoso sU hshlshsy yeh ysh sill hi??e5pvertyad uemplymenht. Shy? A. WhyAs ysusslow sS . womeAtohPkAutsAidePhhois? ?This has bhsssarhsyisUspnsihis UAU ths incraUei??ivorces, jssssils 3. Is itsssh hatyuryAuhsIarecrupItanddu-dpendent? it.Thhs Psi??? Sstss his s histoispisl Sssssshic tysditisp. Shy thisSdosyousspppsrt dictatorships (Chile, Nicaasuas, PUIguasy, Spis) us? silissy junthis whish Iar sls dictatoships? 5. Shy As USAuIPetaS~As i s Url fth assIaSasha? Shsln't it hslssg 6. SYAuUAfor isaiAs akessthe ich icheirsUanddosAI t hlphP poorUepsleh. ShythissdoAsuAcsssinussoismhssyos uIareslping thipeple ofLaUtisnAerica? 7. Shy dAsNosthiAmsrisIas issshhimits? SnowhedgeashsshLaini Amsriss--its geogUapy,cssstoss, histsry, adisssgssgs? 8. Shy Sdi h lihaceUAU PorssIfUil? 9. WhyAyu sperit-yurusiAnse hss soge h ioiASAursethhby expliing our a??tural UIIsourcesadsli???ove-priced P.S. gooss soisshypsophe? hA. Yu tadwtUAUhommunistAAIouties. YouAdon'tsIatssio. Shy?  I believe that the threemost ipotant question t asw12 re 3. I believe that the three least im~portan qestions 12 you re 48 PrssIterna2tional: In1diidual ecisioShet I believe~ that the three most important questions to nwrae 3. I believe that the three 1eat iportan~t questions t12 u 222 48 I believe that the three most imprtan2t questions to2nwrae 3. My reasons f2r selecting these threeare I beieve Ithat the three least important questions to you re My reasons for reettingthesethr ae  149 We believelthat the three most im2portant qetions to answer are 429 429 We belive9that the three mot 9importan22t ques22tions22to wrae Ou raon frseeting these threeare Our easns or eleting these threeare Ourreaon fo s ltingthese29threeare We ieve2.292that th three least im2 22por2tan22t ques2tions to9you3are: 222 believe tha the992h9922e leas2t impor22tan22t questions22to2 you2 22re: We2 beleethtte h latimport9an9.222222 2222 22222222t quest2ions 22to y322u2a2r22 2222 reasons22 for rejectin22g these three22222r22 022r re2222s22222 rejtin2g these2 thr2222222222 Our reasons for rejec2tin2g 22922222three2 22r22  50 Preto Intternotional: Ditoossio torttrs 1. WhttogtooooisooeetigototQtto, Eooodor? 2. Wthtt i ouo potitoot 3. Wht do yoo piao to oooomplsh? 4. Whtotrctootantootouldoottvootcaoted tteU..tettoo to feelthttt it tot tmotantt to tolt to tetiottomertita jooroalitst? 5. Whttauseooteeotyotototo to tormotd? 6. Otuppoetaptotoon ettt otttototLti 000c nddi oottkoothto LoaodootiArcnoldOtthestotorcetotos. toowtighttopeon to turpised? sh tt ookd ttk srouso rort 7. A ttotoottoooo, too did pot teelothn outoeartedtof ttett tpinoothettUtittd ttest . tostotootgood ot tttodUniottoStttotoontieto Ottoloitt coutrieotot Oold toot optnonst 9. 00 toutwrOthettedito, tow o tutdpot Ottliaoott adoototg ttejournalitst toto ternaottitonal:totoutsion tators 1. htootr20000iOtmotting to auto,Ecuaoroo 0. Whttittyoot totitito 3. toot do ypa1n toacomploitt? 4. WhtOircuttontttotooUtd toot oostd OthU.t. tditto to fethOtOatt ipotatto ttokto tetinottoertoot journalists? 5. Whtootuseootot roootypesto tettformed? 6. toppott o perooototttto bOadtineico tot did tot ktoothOtO Ltto Amtoicans toldtteseperceptions. tootight thtteono bt turpisetttsooktd? takt ttoioooeros 7. A tootttotoot o, to didyo tototn ouootoootd of ttttoinonootof ttetoittdOSttestt . to it tottdtottetoitSta tt to tototoottotoel wth coutntt tristOthotd tootoinions? 9. I ouoo thtttditoo,towotodpyoufttl otoddtttino 50 PrettoIterntotionto: tiscussion tatero 1. to W otopis ting000 itou0it0, dcuodort 0. htoot tourootstonto 3. toot do pot ptto to ottomplittt 4.~ Wtotcioctaeotoouotd toot toosod tU.. odito to foolthOtt 00aoo impotant to 0032kto tetinO tmdoroca journaltttt? 5. Whtootustootereoootpestto bt tormed? 6. Suppoot o ptoro toot to Ltto Amtoito tod dtd tot ktoothOtO bLatntomoricatstold teseperceptios. too oight tt perso to suopoisedtsoootdmototsetotoo rors 7. At ottoottioo, too did pot foot ton otuttlearoettot totoeopinonootof ttetoitod ttoot 0. It to gtod for ttoeUntSttestttootinuto dlOttoh~ coutrtiesthtthold toot opinitos 9. If potutooteteodito, tow oUtdpot fool aototddreootog ttejournalistso  5171711l11yI Teace1 aboatoy 1 In orderto1compete thi lab, mmbers1111 our grup willnee7 th following 111 materi1als and equipment1:11 3.ve1111i1s±of onelpf th11two11o1ced-choice f1rm1. Teacher Laboratory II In order to complethis±1±lab, 1member1sIof your group1will11eedth £1111w117 materials and equipment: Fill copie11of one of the1two1force-choice formats of ±he va1ue sheet; Fill 1op±11 of Inl of the two affirmativ1 formats of ±he value sheet; Five 171oies of one of the two1rank orderlformat of thi va1u1 sheet; Fill 1opie1111111 of te two clasif1iatinllormats of ±he va1ue sheet; Four audio cassette tapes; and Activity 1 Directions: Each goupilmember11s±toIdo±thellollwing: with 1 group of students. 1711 group11e11er11houl possible, use 1dult1. 3. Assign the g1117 to complete the value 1heet. and your follow-up questions. T111111 Laboratory II In order to complete±11 thisla, 11embersIof your1grop willnee1the 111111117 materials 171 equipment: Five 171oies of one o±1the two1force-choice 1format of the value sheet; Fille1711ies Illone of1the1tw11ffir1±1i1e1format of the value sheet; Fille17±1ies Illone ±11th±1twlssificaion11formats of the value sheet; Activity 1 1ith1a1g111111117tudent1. Each gr.uI member1shoul 3. Assign the1group to comp1e±e the 11111 1heet. 4. Tape the 1esson, 111111117 your 171111g d11ectio11  Directions: Working a agop, do the following: Evaluate the dgreeto which theforced-choice forma~thfuntioned as sgeted in Figure II-1.________________ Evaluate the degee by which theaffiyrmative format funtioned uggested by Figure II-1._______________ Evaluate the degeebyoywhich the yranb ordeyformat funtioned sugeted by Figure 1I-1.________________ Evluate t he degre t yyichhe classification format funtioned assggested by Figure II-1.________________ Actiyity 2 Directions Woribgybyby grbup, do the folowing: Evaluate bhe degree to whichthe forced-chobyicefomabyt bioned assggested in Figure IIlb.________________ ivtluethe degeebboyyhicb the affirmative yyormatbfunctioned bugested by Figure II-1.________________ Evaluabethebbbdegee bb which the rank order formatbfynctbond suggestedby Figure lb-.________________ Evaluate the degree btybbyich thb cassifictionyformatfunctioned assggested b2b iureII1-.________________ bctityy2 Directins: Woing atag roubb, d bbheIfollowing: Evaluate thebbegree tyybhich the forcd-choice format bunctioned as uggstd bb Figure lb-b._______________ suggeseby Fiygure II-b.________________ sgestedbyby iguelbI-._________________ asbsggsted by Figure II-b.________________ Activity 3 Directions: Rbeview the better you wryteyb s the basb abtiviy for Teacher Laboratory I. Then assubegth bbquestion:by witb youryationale fortbacbing yrbss-culturalb bessons? Savea coyy yo yyybyoretr. You ybbb yeed ib again. Activity 3 bbrecbbyns: Review bbe letter yobbwrobbas tbelast bcivybyoyy Teacher Laborabory I. Then as bbbthisquesbbon: To avacoy ofyouyryblettber. bYu yill beed lb again. Activity 3 Teacher LabratoryI. Tben as bbbthisqbestion: by Sae cpy ofyyyybyoretr. Yoblylnbeedytlbagain.  0010011T ACQUISITION Concepts rethe building 111100 of 0nowing, thinking, 110 valuing.flonwodpotafact, o010oul000e oepts. I01011 wodfram ageneralizatio, o0111ould use 001o0ce1. I oould assgn valueto nobjec101f1alu11io,o010wold ue oncelpts. This chapter is ite0d0dto lot three objectives ge0ma10 to helping students 0cquir0 concepts they Uight us inoder to onalyze, interpret, or repond to Lti Ameicanevnt: to develop the onceopt of 0o0- cepts; to present atacing odelof cocpt acqiition; a11000 illusotrate critica0 olementsof the teaching ,model oithstudnt learn- ing e110c1se0 fort110concpt ofpoe. The on11110 of Clonept 01en one treats discriminately dfferenlt ph1nmen0as ough the different pheomenaobwere00the 0ame, one 0ses0aconcp. Sated form- aily, a onceplt 111010 1f nd onlyif persosorgroups treat dis ii- boteby dfferent objects, eventsor pheomena as tbobgb tbey wereeqi- Discrimiabtely differet behavoroyomaoopbe ctegorized asthougb they 0were equivablet lo blt ol the dfferent behorsbare example00 of power. 011er, 00foroxampl, is the label bywhbbhon010refers Nb discrbminately differebb even10 010 10 breating 00Ibhogb bbly wr equivalent. 00eobls o oussheabe, power, inorldey 1o refeo toseoo rules by obhibhpbeomenaobaroeosortobod asbbb amples00 bo-eplesb0ob Nbe oncbept. Cobceptosmay be Obvided bbbo tbobgrops--disjunctibe oncepbsaNld objunctvboncbptsb. Spploe aco pt referredNoby X. If abis 11i1011a1 attributeo adequate fly Ibe on111p11 0to 10 applicablN, o01 is y crterfllattyriute 000qua10fly 110 1o111p1 X to IN appicable, by c is dquate for tlb 1on1e11 0 No bo ayplicabe; thenoX is10 dis- j1111111 concep0. If a11101b1101 oyreooecessay fot oncept of to be applicabbe, tblob-Xisloa0conjuncotiv on101101. If one isteachig adijuntive oncept, 0o ne srese ycrterial attributes. If an evet is onsistent wit oeof thecriterylbttri- 1u11s for a isjunctv1e00c000010, 11henbtha11111nt1ispproyyiatoby olassi- fied as on exmpleof III disjunctivN 0011011. I1 000 10 teaching a onjunctive 1on100,Ione Nmphasizes 11111001 dimensio. Tlo ciicloldime101o10 es1a111s1 0 focus 1111111woichltlb 111101101 attrbutbesoof a conjunctive 1011011 0011110. 11110 10101 owilbe bsed a00a110001 0011011 10 order to 111us11111 110 0011011 acqiioln odel00 t toepyosoted in 1110 0101101, 0 formal dfiiton lof11oo erad 01n eplanaton1of 110 11111ca0 dimnonboroe00r1100011 CONCEIT ACQUISITION 00100110 000 110 0u1001ng blocos ofknowoing, 1110111g, 010 luinlg. Iloneouloodyrepot afact, one oulduse concepts. I01010 ouold frame ageneralizationon010ouold ube aconceopt. 01 010 would assigb 00l01 tolln o1j011 00001lu11i1, 010e1woul0 000 10010010. hio 0100100 10 111en0e0 to oeet 11100 objectives germaoe to 1010110 studento acquirlon0100010t1101might 000 1n order to onalyz, injteorpret, 00010; to0present1a1teahing1model0f concept acquisition; od to illustrte critl elem0e00010of 110 10011111 modol 0111h010011entlr- log exorisesooorlohe110onceopt of power. 0100 010 110010 discriminately different pheomoenoa 00thoogh 110 different 010111011 wer0 110 0a10, 010 0000 1 1010001. 010100 fom- 110y, a100000pt1eist01if anonl100if p0r0010 or groups 10001 dioooimi- nly d01110n1011ect130v1t, orphnooob tou 0 1ghthoy 0010 0qui- Discriminaltely 011101011tbbhvorso may to catgorized a00thougb thoy 1er0 eqivalent 10 1101 ol te Ieeto11001behavors fa0e01ex00pl0 of powef. Poef, for example, 10 110 101e1 by woichone010efe111to discriminately dfferent oventson010i10t11at1100a00t110111tboy 00r0 00ui000111. Ooe 1100 0000 11010101, p0o,0r, 11 ordor to 10101 No 11000 roloo by 11101h1101001011 010 000000 out 00s0example0oron-exomples of 110coonoept. Coceptomay be0101000 1110 two groups--disjunctive concepto 110 101j1101100 10010p10. SuposeO alcopt referred t00100. I010100 oritoril lat11111010a00000010fopr11he0001010tIXttobe00p1111110, o01 is 0 0r110ria1 ttribute 10000010 1or 110 1011001 0 10 10 applcable, or1c1i10a10000010for1t110concept I to 10 0001100110; 1101 0 lo 0 0is- 01101100 1011001. If a od b ndooareonecessay for theonce1p001o to 10 0001110110, t11007Xisloa0c000u1100000oooopt. If1o010isot10011111a1d01001101100concept, one stresses 110101101 011ri1u1es. If anoovet onsiostentowith oneof the criterl attriy- 10000 101 a 010j1101100 1010000, 110n 1101 01001 10 1001001101001 110001- 11e0 00 11 example of 110 010j1101100 1000001. 01fo oneisteaching 00131111100 0o00001, 010 oophasizes 1ri11001 0imens1ons. The 01111100 dimnons esta00 l10101a1fous001110n111i1htho 011001111 attributes of a on0junctive00010p1 11111100. lioclow0000 wil1110 0s00 00 0100110011011t inor01001to 1110011010 110 0010001 00c1101110onodel toobe110000100dlon1110s0100101, 0 formal dfinition for power and an xplanation0of1it critical dimensons0are0pre00100 00110000 010 tho buildiogbloocosof 0000011, tinkinlg, ond valuing. If one0woul01rport1111ac, one would use0oncept. If ono would frame0agenerlizaotion,00ne1would1se0aconcep. 01 one oould assign olue to 01 01jec1 01 001011100, one would use00on0010. 0110 0110101 is 1n1en000 to boot 11110 013ec11ve0 gormano to 1010100 students ocquir on00ept010they might 000 10 01001 to 1nalyze, 101001101, or respond to Latin American events to deveopthe oncept of 001- c0010; to present a0teacing model0of concpt acquisition;ad to 111u,1ra10 criticl le1010110of t110teaching oodel 0i01 0100en1 10ar0- log eoercioeo for th on0000001of 01101. 110 0011001 of 000ce010 0101 010tre110010ciinoaootely 011101011 010011000 00 thoogh 110 differenotph00om010 1010 tho 0010, 010 0000 0 0001011. 000100 foom- ally, a oncept existsif ad oly ifpesons orgops treadiscrimi- ntely 0111ere01 o130010, oventsor 01he1000010 10 Ihoghthey 0010 equi- Discriminately 011101011 101001010 11y 10 categorized 00 though they 1010 0000001011 in 11a1 oil tedeet ob0110100o1000101e110xamples of p0101. 10101, 10or oopmpl, is 1he 11101by 01101 010 101010 to discriminately 011101011t000010t001neoisoreatig 00 Ihoogh they 1010 equival. Ooo alooos0000h110101l, 00101, 11010d110to rfeo 101100 rules by 01101 p10001000 000 001100 ot 10 oxaoplesoor0 oo-exaomgleoof Coceptooay be d01id000ino togroup--disjunctive 10100010 110 00011101100eOconpt. luppose a01001001 1010110010111 . I010100 111101101l111111010e00010q0a101f110th010o01epttobe00p11ic110, o01b or c i0 00000110 101 110 0o100p1 X to ho 0011100110; 11e0 0 is a dis- junctive0concept. If aoad bond 7carenecessay fo the oncept of to 10 1110100110, t1101__X 10a onjunctive 0000001. 010001,is teahngoa disjuntive 101000,010e otrooooo 011101101 attributes. Ifoanoevet i onsistenot it oeooteoriteril attri- 10100 for 0 010j1101100 1011001, t1100t1101eNentOis10a00110010011y1c100i- 1ie0 10 11 exomple of 110 01031101110 0011001. If o000i10t10101100acon~junctiv onc00p0, 000 opaoozesooritical 0ri11,ia01tt1111111100 o njun0001101100ooooopt 1unc1ion. Sinceower10 001110e 0000 a10110001 0000011 inorodrto illustrate th on00000 10q01011101 00001 to ho prese0100 in 1his 01a010r, 1 10rm00 0010011101 for pooor 110 0n 00111111101 of itrtoia111i1m00000,01,ar10presen1e0  objects val212by 1t 1east 2111 other letity (12pe1s2 or grop); 212 If till entity controlling acces 1t1luedbjects entity tobebhave in ways dire~d by the fist entity. 11211111 the behaior of anoIther person or group, 1a1condition ofbypower otherlaiwyers to comply 1w1th ethical an12l1ga11n12111is1a11econdIe- ample of poer that is onsistent ilth ths 1ritica dimensio. Acs (2) If2one2inivil r grop wthhldsilbaticipated or1custom- behaior1bioflthe otherl 111122 lb 1122p, 1a 1onditio1 22 12111 1s1a11 Thel anticipated 1111112 121 b1in11as1il2212plyr, statlling, i1 with- 1112 by till coach bhllcontrol111111sill this 112, 111 12 1ffort 12 in- fluencelsubsequent behavior. A grocery story manager, whose 1nnua1 bonus is atomticaflyreducedbecause gross receipts have dlinebd,his (nj) situ tionlwhichservespasa second x111le1,fpowe11tht is1con- sistetithblhisii cab1 lbbdimension. , bbbtibbpbl (3) IfIpl nelilr12n21211rtup111121dtille1222 , in1 rderblilinflu-t1 ence112e hiorIf th second1perso1 prgrodp, a221nibtiyn2111itow122 tll 11es1111212rder t ise21111 oneiof the fw "As" gvebytiyh beacher Tillllextmple. A ituanibwhc1h11a2bscholba2112or1kbbjextrabbard1il teatn Spis12211 rderttobilcurelih 1o1d11111nd12ienip ibplofta1i- 1211altllhlblofttl lbmensions trovideil tnllntillypusespit o- 512 P2wer: If onellntity (alpersonbrgrop) controls 11c11s to objects 1alu1d by It last Ill Itiler entity (1a21e1211 If the Intity lontrlling a111111t12va12212objects entity 12 behilein wa1ys 2111112 by thefilst Intity. fliuencetill beior obf21another lerson 21 1roup, 1a121onditionofpower 11112id12o12x111. 2Aiparent'lswhipping I phild itn2121er12o111121e1com- p111111e11s11n1212m111. 1111b12112g1 111aw11r111 111e1n21oiluencing amplbofpowerthat is conitet ith tis itial dimenion. 11c111 to personal or professiol ll11e1112 111till 121211 21 11211. (2)lll lIf oe i dii l o ru ithholds anticipated or custom ilhioroby te111 herperil n 112 ro12111121, to111111weris4 l s1a121 2il- 11111x1st111e2121112 111121ketbal1 ll11111h'beininghythatllaml 11112se pf tardins12a 21211ce 12an111121 thl 12hscritbpical attri- The1anti1i11111 22wtillf21,1ei11221skilledpl2111,stati21111111i12- bonuislu12211tilcallllreducel ghta211 1ro21211cilltillave112211111,11- 22111itatin1 wichs11121 s as11n111111112 pwerthl ilt.n sistent wth t 211111111al imension Power:I If oneentiy (lperson orgrop) c12111121111111112 2121111 111212 by at 11111 on1 other entity (a 111122 or 1122p); AND 1entity 12 behavin 1 ays12 des111112by till ff111entity. 12111 11121 to 11 displyelon21,tilrel 21i111111211. 11111 three (11) If 2111 11112111112211aIgro11221s2111u11211211111 o2d212111 in - fle1e11112 avoofant he1211.e2111111 ril group,21b11 condi1tio1111211we- is said to exis1111211.arent's1whipgin11 a11hild in11r1der t1111112111112 12inc is an exambple.ll ibarring1ahlawyer1ath me121211 2 nflp211i. 11111121 21 the Ither 111121 21 group, Ia1condition 21 12111 11 11i2 12 12111. Benchin1g I basketball lyer 111 1h1 beginning o21 gam 1111211 21 11121,111 at practice i 12 121mp11 21 thill criticl at111i- heild by till coacilwholc1n211111a111111tlb 1hi1 1112,inla12e112211t12in- f2luence sbeuetIlbehavior. Algrocery stoy manage, whoseannual btnus Iistatomaltclly 111211d1111112112r1211221eipt12111e1111lind122- (3) If oneperson ogrop prvides reward, 111 21111 12 inlul- 11111 tillbehaioilf aIIsecond person or grop, a1condition1o211o111 11e12n11pan1111ino21211t12s111121till glo ibll21a122friendsilip 22 21112 in1 ways that 11r1 1al212by ilhefist Intity. Ths h rele1111 it1c1a11dimension1111may hIe2112d112 conjunction1witi tational 11o212 that 11111111 light 211e1111o21212t12help 11221111 Ic- quir thi ski 1 1111esn 1ednex.t111  55 Figure III2-1: The Concept Acquisition Model Figure 22I-1: he Concept Acquisition Mdel Figure III-1: The Concept Acquisition Mdel 0 topicbein2g taught Concpt lte12d 22 teaching idea Definition peseted 22 studnts 22 22222ition2explainedby teacher Paraphrase of definition elicited from Pair3 2222 Pair use2d S4 2 222t22 222 0 2221222t222 Disriintio stsintodce e2 used t2122 222222b Set2222.223 t tpusedi222 222222picbeig 2222222 oy Concept 222e1 presented frequentl2y Concept 2e1ate2 to teaching 22e2 2e22222222 presented to2st222nt222 2222ini2222 explained by teacher e 222222a2b2±22 12t222 paraphrse of efinitin eict ed fromd studen222222t 2222 , 20222ic beig taught 22222p2 2212222 22 teaching 2222 2222222222 presented 22 22222222 22 222f2n2t22n22xp22i222 by 2222222 222222v22222222222222 222222ras2222222222222222222222...ro 2221tu 222222e 2222 22222sc2im2a1io222ai2222222222e 22222c22~2 222222b Pai 1 222u222222222e 22222 44 u 2222ining 2222i22222s22222222222by 12222221222 2r22222u2d222t 2  56 possessed by bteteacher. Although niteaciiher itsbliey titoth ib illst, iittis iteypossibltetfot itacerto teachiiniwaysthabt ir itterir tthis/het inowledgt ind sillh. With tegardtiottthitsithaptert, teachers bay kiowithteWconcep t fpower (cotttnoweiidge) and it able tipplhy the concept tof poweitn ordertottatntlyze La ti meicanevetbt (Wnin~Wttiteleua sit) bt, neverithless, it ttabietotitonvety sith their kntowledige tnd iski, ttitchers ttttfirst be ibletoithbly studetscirthe titntittt. Twer ThtissetionWlt is addesseto Wthttt ncptub citi ttt.Wtitti tittaeg oelditibiguby IbII-.The bitdlbitnttinititittthitesitt- inttoductitnpdeintittitntttir itgbitn withinwhichsbuntlassrttttitertialstirtbendeWitototdtt te lbitntha t istobe ~tagt Tih( teacrbeinsb tt. ngo pitsttitti by bttithetace. blthougihit btahiit i keluiy bt totach i aitneithtabt t iti t i up bort itstmtsty itcotenbt ndWitellctt uabt tills, it itsbitertytbtiositibatiattherttchittysthbitirt iftirtobthit/hetrbinowltigiiiidtitill. With rearitoti itstchtpttt, banitntii ti telittul it. beveteltssitteitnbletobyconveyisuit tnowlttgeobitrbtain its ittbititmitisuchskilsitt.tude ts.Inorer tc tn tu ithaitbuneed ti Th cncptacuiitonstatgyismoeld n igueIIIl h irettiiuireitt. itti hit precottitiont, towtvit, bthrei tuitn itostessti by teteacher. lthughniteachetiti ikelhy i tothin thuantth sspeiotitt thit Wastery o ittenbttt dinttelletuatt itlsiit isiivitery tbttiitotss ib.efr Wiahr oteh ii aysitWht titrt itfeitoti/heriiiotledgei, ndittill. Wituuit eat t hubchptr bi tiibt t ttgt.ahr a nwth ocp fpwit ictntit nowteii e)and ibt bl toapplbithettonptoWitwetti Winrdtti tnigytitLti Wheitanpitent (aitellecttuaiiiill)ibItt-i. telsb nal ocovysc todetubitins bipitasIi ititrdbit iondintinipiingit, cit  57 During 571 defining phase, 5he teacher 5pro5videstdents 5pin1ted definition of the concpt 1whh 1nclds ts crtical dinion criterial attributes. 5he teacher11ayprovide this defin5iion inthe form of adtto hdot o by mplying1anoverhe dtanpareny. In1 to three-qua51er of1a typd page. Having provi1ddaprinted defi- nition, 1ncl1d1n515h571ritical 1i1ensi1115and/r criterial 1ttributes1o1 the concpt to be 5aug15, the teacher 1151ai11 the deinion1I,sing has been provided, t551te1ch511asks1 tudents to paraphrase 551 di- nitin of the concept, includig its crterial attribts1, in 5hei ownwods. If, astis po5111t, studentspaphrsecrretly, the tece et s 1151 thei ateti ot he first pairing exerc111ise. If 1711de151 ±ai1 t11paraphrase accuratel.y, 551 5ea15e1 returns to the definitionpreseted1515prvdespurthr eplantion111an1d 1x1151es. Students are nt 1lowe1 to procee1 tI the 5airing phase 15551 they have accurately paraphased the original1d1fi5it5171preseted an ex plined by teS ah er1151. 7551 dfining 551se 17the model1is summaized in Figure III-3. Definition prsenl~ted t tu 5dents Definitionexplained by 5eacher 1111551111 of dfinition eicSited 1f111 1111111h5 pir1gp hase15 studen15111151 n1inu1e1tSIhave 11efor1 5711 definition of thle11111155 tI 51 learned, i511u111115criitial attri 551- 1175511 dfinition 1111111517 paraphaseld duringthle11e1in1n1 55111, attributes of 551e11111151 5115 is511o51e115111111. 11155c11551111di- mensions and 115111111l111tr1b5tes111e111e1 1it5 co1j111t5111c1n11pt5. 11117 111111111 11111111511ar11 5111 1o11d111u5115151concepts. 1Dur1ng 551 defining phas,,th51t1111111pr1111111 15111111s1a1print51 111511111 attributes. 751 5111511 mly 11111111 5111 11111511111 in1t55 form of a itto handout o y employing an1overheadtransparency. Is th151111tto 11ugt7175, 1he1111115r15xp111511111 155115t5n, 1us5511 5111511g11111151a57111 1551151111511un5er111155111115t1111111111.io 151111151pridedSItheteacher 1111515117,n571t5111511h1151711e511f55 5111111dsbyI551a5111111.oi51, 1111111551111ar1p511a11115rrc 1111y, 1111 teahe 1 iecst171 atetont 1eis-irn3eerie.I 715151sfai toparphrse ccuate111111115hr rturs t th defiitin prsened ad povids frthe exlanaion1nd1xamles Stuent15r1no11lowe 1151111111 he airng h5111511 he 1115515urat11yparaphra55111t15111151i11111511111i5115111s5111111n5511- plained by the 571a1511155h511d1fi1111111,a1115111115m151111511115a1551d 115111 g111111111111:511551111D1715n111111115h5111 151115 1115 71 5117 515 , 1 111151 I 55 11115Ye I51N 11111 D51f11n511i1111 11r151111111151111 1tu511511115115 51d11i11t51o11111o 55r 11111v1111111h5/1111111 1551551initi1e11115p 515ain 1151d 1511111 115a1151h1e1 11111111 hrao115111d11115151ti1o1111115icited 511 1151151 57 form of aditto handout or by emlying anoverhed tranpareny. In any5even, 17h1111finito11151s5e1151111111d111/11111151111h155115-5111 1t1111111.ptIt1555115111, 15551151e5111571111the1111111517, usin language and exa15117 stuts can I nde111 5115511511511111111.naio 151111151 1ro1id11,5111551111e1111715117,e551 5111511p1151711h511e551 151111151s111I115a111111111o11t511111111t51p551a5111111corr1e15511 thl teahe 117111 hi atetont11e1-s3pirngeerie.I 111d1171ai 1oparphrs- ccuat71, 1111115 r rtu77111 th in Figue 111-3 111115111511111 The 15511111 P111 _ as o 151111n1i1175o1111res11,n1515111to 511t .115111115111 ditto or overhead511111115151 I~I1,51,1 Definition 15111111111111517ned 7 111511te111c11115 1151111111ras111 111111175in 571111111715i51i1111111f5111 15111st1u7d111e 55n1t 1151 1511115 1 5 111 h urin 1115 11111511p1111e1stud511s111 on1i11111111111e1be/or111he151 deition of the1 5111111155o555e11ea11e51 inc~ling115ts11111111altr-  58 and use 822 definition to 2xplain their 28o±ce. 232e2221582es2used 82 develo2p exercises2for822epair±ng phase should b22o222o222e21m2les222 non-exemplars 12 the teache's estimtion, b22222ethat ,which ±is 2bv- c ome obious t oe hohas2not yet cquirethe concept. I52using 22222 28tentio±2on he pos±itive2examples of the2oncept. T222on exempp±2i228o82o 22 discused2u2212s tudents 2ar± it ±ncorrectly. It is important t82r2me8ber8228t221lstdents finis2 pair 1, ±22ludi22 discussion, before proceed±n2 82 pair 2. This 222o±holds true 8or par2±8and2223. Th2 pairing phase ±2 summarized in Figure I11-4. Figure III-4: 222 Pairing 2Phas 2±2,22I2±Yeps828No222? 822in ±8,e2222128828nat22o2 22ha2.Wthet±deiitin o222212212,ro quired. Students 2s2 their 122221e222 22 th2e22222ep221l2d2finition22n2 282 rier8± t282 tri±butes22 22222 82 identify the three2 22228222 22- am1122 222 to justify their 2222222. 221222 282222t2 err, the 221- exempar is±2gnord.*22 8h2222i1e212s222l12a2122b22o2222t882teacher believes are2obvious. 0222 2g2±, 211l28222282s222221282 2±scr±min28822 set 1 2282r2 proceeding to discrimination 2282. 22±s 2122 2212, 8ru2 822 sets2 2a2223. 222e2±iscrimination phase, ±2s22222223222 8±8±gur2 If 2 222-exemplar 22 82 2, 2xp122222, te8aher22hhou22212provide the feedback, pointing out 8relevant aspecs the 22definition. 28 2f 222o-exemplar is ±222r8228ly 8d228±8±22, ±8 8, 822 8222228 282 5822id22 822 22222228 222222222 822 28222282 82 2222828222 822 28828. a22 222 882 228±288±22 82 22212±2 8±2±8 222±22. 282 22225122 2222 82 22v2225 22282is22 828 882 52±8822 phas2 222212 22 22v±222 22225122 222 22n-exemp12r2 ±2 822 teacher's 228im28±22, 2222222e82h8t21±22h±2s22bvi- 2212 22221222to822e22222±as228828t 2c82±r22882e222225p. I2122±22 2±828±212 228212222 822 82±2 222 2222288288 522222, 882 822c228 222212 82222s2882e8±2±n28n822e522±8±222 22225122 28 822 2282228. 22222o- It ±2 important 82 82121828 82a8 211 28222282 8±8±28 pa±2 1, ±22182222 2±22222±2n, 228282 proceeding 82 52±8 2. 22±, 2122 22122 8222 22r pair±22n2223. 222 52±r±ng phas2 ±2 2um228±222 ±2 2±g282 521-2. 88gur2 I52-4: 285 Pairing 82222 2air 3 8222 82 ±, 222212 they 2222 82 22 22. 8±82 this2d88i88±2on82v2±1822, 28222nt8222252228282ou2228228±8212m. E222822822282±2282222828or22 that present social situation. Three are exaples of theconcept 28222282 282 acquiring; o222i±22222-222251a2 28 82, 2222228 22±22 22- q22822. Students 222 their knowledge o2882222222e8021l228±2±2±22n222 ±8222±82212± 288t±2282es8in28228r22o±2de88ify82he82222e522±8±iv2 2x- 215122 212 82 j228±82 822±2 222±222. 2221es, 28822282 28r, 82, 222- 22225122r±2s±2222r2.** 28ee ±8212 222212 2222 be 2222 822 822022r 221±2eve2 are 22vi±22. 0822 2228±, 221 28222282 22251282 2±228228228828 228 1 2efore 52222222ng 82 2±scrimination set 2. 22±is2122o8212ds8true for sets 2 222 3. 22, 2isc8imina8±2± phs,,,s82u2221288222i±88±ur2 III-5. 28 anon-exem5122 ±2 82 22 2222±8222, 82,e82222222 222212 p82ovi22 822e2eedback, 52±28±22g228t221222288 a252282 28 822 228±2±8±2n. If a 128-exem251r2is2inc222822822i±2,t8±88,,i±8ist222te2±2228w22 provi±2e2 82, 22228228 822222222 228 28222882 82 2n22228222 822 22822. 222 882 222±2±8±28ti 82to2ex1lain82h8ir22hoi2. 22, 22225122 2222 82 2282125p222e2±222s22or822e52airing8222se282212d22e22228222 22225122 2n2 8212 2222±222to822822h28±2s±28828et22821822d822e5282258. I282s±8 82222s±8t228t±8n2±n82he52os8t222e22225122s22f82he22282225. 28, ±on- 28t±is2225228228 8, 82121222 8h±8 221 28222882 8±n8s2 5ai8 1, ±ncl22±n2 2122222822, 22222, 5822222±22 82 5a±8 2. 22±, 2122 22122 8ru, 228 pairs2 2a2223. The pairing phseis2summarized in Figure 2II-2. Figure 222-42 222 8282812 22ase 2222182228 ±Ye282222 82urigthe12d8228imindtondoh2.e2±88e888fi228±8±8±28g2222±2±2r2, 82hat2.r28222282c222 situations.2Three2882222±2258221o2,8±2±8±22e22 ±822en±82822±22q±888±22822e2is28228n82xempla±2f82he82822p±8ein, 22- 221±22222n2282 22s1222.0222i 222h8,ces. Unless8s 22251282 222,222e228±2 belie2282re0obv2o3. 28 ce2±22i8,2128±22 uden±2 2222128±222sc±222±atio fo es2 and23.-The1disc2i22n2±t±on022±s±, 22± 8,2mariz22212n0822282 If ±a22on-exemp122ist±8222e2plaine,88h2,deache±2s88ou82±2rovi±2 the22±eedb88k,222222tin22222222eleva 28222282c82 2222h 2222e 82ni 28822  59 Set 3 used During the conceptualization 2hase, the teacher 2scertain2 9hat students have internalized and ca cotinue to use the original 2efi- nition o2 the±concpt 92 2± 2earned, including its 222teria2attri2- butes. To ±ccomp22s2 this end, the±ece mvst he displa2±22yed defi- nition, 2perhaps by saying, "Pass22ou22copies22f he 2efinitio2 to the front. S2nc222 n longr ned prntd efintion, it isjust in the way." With 22 printddntion222222vailable, ±tudents respond 22 the four sts of stories hat present socialstuations. Ech set cotanthree examples ad one non-exeplar oftheconcept stdents 2av± bee2 learning. Sudnts respond to these conceptualization ±ets, neby one, identifying and explaining examples 22 th±e2±o2c±pt they are cquiing. These continue 22 22 2b2ious ±2±922e±. 22 students respnd correcty to the our cnceptalizaio sts22, the teachermay in2±2 tha2 t tudent2±2ave29cquired22heconcep. ±The conceptualization phase is summarized in Figure III-6. Figure III-6: 52± Conceptualization P2ha2± 2i~2±y2Yes2t22N±2±2± Displaytdefintio2222222222 Conepua2 sts2 ntodce 59 2±2 3 2±22 922222 th± conceptuaizion 22phase, 22e 2±222±2 a±2±22±i2± 92a2 ±22d±2t± 2±2± internalized and can 2222222± 22 22± 9h± 222g22a9 2±2i- 222222 22 22± 2222±p2 92 b± 2±222±2, 2nc2u2ing 22± 2229±22±2 22222- 2u2±2. ±2 22222p22±2 thi± ±22, 22± 2±222±2 2±m2v±2 22± displayed 2±2i- 222222, pe±h222±y 2yi1n2, "2±,, 2222 22p±2± 22 22± 2±22niti22 22 22± 22229. S2n222222222222e22222122222±te2±2fini2ion± t922±j2±222 22± way." 2292h22o222922te±2definiti22222222±l, ±222±22± 2±22222 22 the±four 2±2± 22 2tori±2 92a2 pres±n2 222ia9 2i92222222. a222±22 22222ai±s922±2e±2±2mp2±2 222 22± 222-22±2±p2a2 22 2h± oncept 22222222 2av± been learning. 22222222 respond t22t22±2±22n2±2222222a2222 ±ets, 222 by 222, identifying ±n2 29222i2i92 ±22922±2 22 t2± 2222229 they are 222222ing. ±hes± 2222inu± 22 b± 2222222 ±22922±2. 22 22222222 222pon2 correctly 22o2he2222r2222±eptualizati22 sets, t922te2c22±22±2 22222 2hat2s2222±292h222±a222i22±29222222±22. ±2± 2onc±ptualizatio2 phase is smmarize 2 22Figure2II-6. Figure I±2-2: Th± 22nc929922iz22222 Ph2s± Set 3 2s±2 59 229222 2±2-5: ±2± 22±22±922a9222 Phas± 2±9e3 22±2 2±iscriminatio22n221±22ets ±±intr 221222c2222222292± 29222e22t ±222222±22± 2222u2s2e2±22222d±2 22222. the conceptualizationphase,±the2teacheras2e22ai222th2 studenty ha2222n22rnalize2 2±22±a2222n22±22±222,s22222222iginal de92 nition±of2±92 22n2222222be222922±2222n2222292222222222. 2±222±9i 22292922o 2c2o±p2222±2h2s222d222h222-22292212m22e222h2222222a29222292 222tbyn,2±erha±292y22ayin22 2922222292r22222222o22t22±definit t9he front±222nce w. ±o±longer2nee± 22prin22d9222inition, it22s29222222 2±he22ay222222222o 92inted22efinitio292available,±±tude2122r2±p22±2±1 2th±2fou±2s±t222222to±2es±2h222±2ese±n2222±2a. ±i±uations.2Each1set 2222±a22s±three±example,2andgone 22±-.mlro h cnetsuet have9ben 222-6ng. ±t±ents repond otese oncptuaiza12± ets 2n2byone2ienify2 gan2ex2 anig9eamle ofth±22cet2he areacuirng2Ths2cotin2±22 b ovios2xaple2222±udnt 2±pn 9crecl 3 2222 onetulztinsts hetahe a  60 During the cblsing phase, 1±ith17the t01che11orthe students sbummarize0111 dfinition for thebconcpt jilt aqiredl 0n1 1is0it, cocp o t h opi r dat th fcusof helessoni. Ifthe teacher intends o tirocee11to use thelconcet applctio model, 01h1 teacher soindicates. 111a0 0111teacher7 say1 duringthis losn1g17phase1 ay b qite similrto wht was saddurig th intoductoryphae17 the model; however, 0111 studentsto whom these r117ks1are 1ddresse areno btter iomed. Although both11intrloutory 110t010d11losure are iportat, bloure isthe more important if 0111 two. 1111 losing pheis summarize0d ib FigureIII11-7. Figure III-7: 11h1 Cling Phase Definig attibutes summarized by Lessonbrelated tbo011oic ridbellt Illustrative lassroom11materials for0111 pirin, discimination, and conceptualiation phases 1re presented lb thibssectin. The a wold encountthlinjg asksdescrbebd fbrthesephases. Ib b, suggested hO the 11a1e1 isl bhe efiionofpoebpovbbl 11 idebd, 111 respbodI to theseexapl leasatutwoul1d01be expcteto respond~b. 6o During th111ligbbphas11, either the teacher lb the students summaizetbein01I~b~iobibo0111ebioncpt ju10 acquirebln ibst000t00 debfiig ttbubtes. Folowing this 11111ary, 0111teacherlatesblltbe conceptbiobbhetopicbbbbdabbbthebbocus ofbhelesson. Ibthe teacheb intends 01o71roceebd bobu111 thblconcet pplicatbin11o1e, 0111 0111c1erlbobndiates. Whbbete11e01101ys1171inbgt0is1closing 1h111 11ay111 qite iilarl to0wh1a10wa11said during the introuctory 1h111 ib are bow better inbormed. Althou~gh1 11o011intotllory 110 1n11lo1ur1 171eiprtant, 11osur1 is the 1011 impbottbo0111 tol. 1111eIblin phase, bs 10111110111in Fi10re1III-7. Defining atribtes suibaized by Ig lllllusrtvep111 1p cblasromma0110fo hepir, d~tiscrimination 0110111nce1tu1liz01tio1 1h11e111a01110esent110101,t0111s117ion. Tb ma 111111011d011100111e11eaderill0111t117de000iion 70111erprovided, 110 respond1tob 011111exampls 1s 1 stidenb ould e111p1171011t01r111on1. 6o summarize t0111defbniionforbibh011c1n11170jist 11c00110d110d11010 00, 011111111 attributes. 1o11owing thilsliummaby, 0111 01111111relatest011 concept 0t0111he topi oridea a0t0111 bici, lb 0111lesson. lb the 01111111 intends 00o7101111d0to11se0111 1on11p0 ppilii 111111, 0111 01111111solindicates. 0110011101111111 1171 011i0101101 closing7phase may 111 01101 similar t01w0110w011s1101during 0111 introductory 711111ol 0111 o010; 11011111, 0111 10001101 0o 01o1 011111r1111701a171a10011111 17reilow1110011 inbormed. 000110u11h11ot1h0introuctory110t110dlosur1 171 1mpo10110, closure1is0th0111rbimpo117110t1ofbt0111t00. 1111 losing phas11 0s summarized in 111ur1 111-7. Defiig ttribiutessummaried by Lesso1 1111010 to 0170icridealla1 111111011in01117011 Classroom01111 10101171 011xamples 1101b00 I10 lustrative1lasromtel s 71111 r1717111101 i01011 , 1110c11. i1111 on1 0110011ncept01l11a110n01has1101r1 01110ented1i001hi1 0111i117 1000110 101111010d01110 0111r111111us11 0111defbnitionbolbp70111proidedl, 1n1 1117010d01o011111 11amp011 a1 a 10ud110 1o001 111e11717010t0 r11p7n1.  61 Paiing Phase: PBiy 1 power. One is Wot. Using your definition, select the stiory tha t ti aple WI powert. Milk yWur choice ith aipius sign(+). ___John's iother is inthe iospitil thui ek. i gradmthr it taking cae ofhim. Iesterday, John plyed with histoty truksk. Whit he in~ihd plaing, hit grandmother asked himto puyt hit tucks awiy. JohW said hi wuld, "atetryaohle." While JWhW oatchd hit Iavorite T-V thw, his grandoher puthistoiy truckiaway. Yes lttrdyi, Mary out taingcareWIfher i ittiter, Ssy. SusyWplyd forau Wng time, cuttig ot paper dollst.Whit the finished, sh useto pickuherhtthings. Mry tilt hr sisteto heryroomforyanhour. Wusy rid bcause h misse hrfavotrite T-V shw. Today, Susy played with hr paper dolls. At qikly a he iished piaying, Susipuyt eveythingway. GiveW the definition Ior powert, iy reptonseois Worrect because: WAIT toWproceed until instrucoted to 1W it by your teacher. 61 Piing hase Paiy 1 Directions: Two istisaepresented below. 1One i i isW mpeof powr. Oneis noWt. Uig yWuWdeinition, select thi storlythit itsiWntbxamplWeW of oe. Mrh your Whoice With i plus sigW(+). John's mWthris inithe hospital hit week. HisWgrandothr is taingW cWtlioWIhim. Ytettday, AoWnplayeddwthlhistoty trucks. WhenWe itished playing, hit grtndtother akehim 11to put lit trucksawaoiy. Johnistill hiewio, 'tater i whle."Whili John wtWhtI hi, favoriti T-V sho, hit Wrandmothr yut listoty truckWaway. Yesterday, Wily wistatking Wirt WI hit little sistey, Wusy. WSusy pulaeWIira lgtite, Wutting Wut piper Iols. WheW the fiiite, stetrfutetoiWpich uy hrtihingt. Wily ttnt htr tisttrlto hterWWroom loranhour. Wuy c iried ttcas tht itttd htl favorite i-V thw. iWdaySuslyltytd wih htr piptyIolt. At quickly tt tht Iioithed playing, Wbty ilutltleything tway. GivtW thW dtfinitiWW IWI pwert, my Iesponse it WWrrecWIbhcause, WAIT toWroceW tIilA intstrutdiWtoWo h y your ieichr. Paiing Phase:Plirl Diretiios:TwW itorieislareyresentlw. OnieitiW tn examle WI ypotr. Oni isti. Using yWWr lefindiWtion slet ithu story thitat iiexmleitoWIpowr. Iayk yWuI choice With iya lstign(+). Jthn's mothris itnithe hosital this teb. it Wrandmothr is takintg lilt WI him. Yterdaly, JWhn ylayed with histoty trucks. Wht he intiheldpliying, hit Wrandmother itked him il put hit truckW waoy. JohW taidl heIwold, "aftey whil." While Johi witched hitsliavoritei-V thlo, hit Wrandmothr put histoil truck away. Ysterday, Wily ias tiaing Wirt WIheulittle tister,Wuy. Susy pldfal iog time,, WuttiWWgotipipierIolls. WheW thu finished, thu Ieuseto piWA up helrti. iary tent her titerltheryy omlIW ah ur. WWsyilbecau t,h misse her fittrite T-V thow. Tdiy, bWsy pliyel with her papetydAlit. At quickly it thufinishedlpyuying, SWsy pu1t everything aiay. GiveW the lefiitiW IWI pweri, my lesponse it WWrreWt becauke: WAIT to poceed until instrted to 1oItsitby youteactiher.  ParigPhase: Pirhi2 erotep ts t o useb power. A sec d os nt.bUing your defiitiong, selectthe utory in iwhih aperson t- tts touse owe. Mrkyu hoic ith apl~usigh (+). Be piepared to explainhiigyiour hoice is corret. Tom_ iandgigthe othermembers if hiisfamigy believe beef pricesir too high. Othr families itheir itown lsobeievegithe gocefg storgis c hiarging tooimuch fig beef. Tm, meibers if hiisfamily, and ther failies haveigeed they will-big.n more heef until themangger if big store lowersihisprices. ___Mr. but teahesi iscic. Mst if hisgsudentsiae vryin ter- ested in how dtctur perffofm utpiei in dead hodies. M. Hut haiumaie airangementsfig his class to iew agg filin hich doctors exam yineacrs. huenda, hogever, is gut sure ihi ca watch. M. Hunt givesu herthe chici if watchinig goinig ti Gien the dfinition if power., mp.hih iscogrect becuse WAIT ti proceed util instucuted hi do soby yur beacher. Pairig Phase: -aig. 2 birectious: fig stoies a biit tii people are preseited bloi. ini personiiteimpttiiuepiiir. iggciiduiiesuib. Using yoiy dinhition, select thi stoy.in ihich i person it- tempts ti usiipgwe. Marh your choiceiibthia pusgig.. (+). Be preiarei ti explaii ihy youg ihoiceiusiiorrect. Tan and thi ithif igibers if big famiy beigiviibeif gpries ir too high. Ohehr fagiliegsi hiitown iliobelieve iii grocery storeisichaigig iii miii fir begf. fig, iiibers if hi family, andioihergfaibies hi-u igreeii theg.will-big i moebefunilheiiiangerof iii itore howegsii prices. Mr. but teaiheisiicienc. Misi if hiii ihudenti gig ey interhh- istediniihiiidictoifiperforuibhuiutopiesbut bibbois. M. but hut mii irringementi fois iiaihiii hiew iagfilminhiwhich ioctorsieiamiguugycopse. hrinia, hiwever, ii ioisuri iii iai gath. My. Hiiihgivesghrthiihiciiif witihiigirgoinigti iitheibriry. Gii-u iiedifiiition if piiei y ichoiceigsiiorireighbeiauii: WAIT toipoceeunt ugi itructed to do so by yourteherhi. Piinig i-hasg Paiy2 Direions:i Two fib ieii boihih woiii pyh reMpgresenitei beliw. ii personaitetstiohisiepowir. A seconddieiinot.Usinig yiur defihition, iiectiheiiiortbig. wihih apiisonai- tempsgtouiigpoier. Mi-yu hicithhiplus ign (+). Biiprpageyitohiexpyainhy igyour hicggii corec. fig aii iie itherigiiberi if hisfagmigy beieve fbief priiei iie iii high. Otherfaihiesignhitheir thun iiii belive iii groyiiy ehisiicharginghiiibmuhhfo beef. Tm,iiembers f hiifailyg, aniioiheirfaihieis hi-i igieeiitbuy will-big hi moebeef utithehhanauger if it hitoreiowers is i-rie. Mr. but tiiihesuuscic. Miii if hi itudeti gyM vg.yhite- ibied in ioi toctors performi iutopsui iesbut eadii. Mr. Huuihasiiade arrigemienti figrii is lsht ieighfilmin w hich dotorstexine a ciorpse. Binda, hwever ,iigotiueihecai watch. M. High giishieiiithec ioiof watchig gy goighi hAIT hi proceuniihinstucutdhioiioiioby yourg.eherh.  63 (+"Given your definition, you shoul~d be prepad to Simon is the leader of ane ntion. Ysterday, on f the ships of Sim~n', county captred nd then releaseda fishing ship anid acrwf Uited Statesseme.The President of the to yur outry. 1Unless I a ssurd that there will beh further acts of this type, I will askCngess to gveyou oraid." In reply Shion sid, "I apolgize. This wtll nt hapen gain." ___Johnois ohe UPtheileaig lawyrs ind Uitizens gf big towb. A loclclb is having aidinnerto lip anberbiof chrities. Since oepersnssupcted ofPdeain~g in dugs regoig to hi present, JohsonIdecines theinittion ofUfrindsthat he attend the diner. HUwever, sinc hewUnts to su pot worthy cuehe buy tickets to the dinner lthugh heidoesntt ttetd. Gienthe dfinition of pwe, my choice is cUrrct becuse WAIT toprceedutil tintructed to do so by yu teacher. Paiing Phase: Pai 3 Dipections: To s~toriabout two person repitd below. Powe isusd to ifluence hw o UPothsepersons behaves. Select thi prso ad mak yourhoicewith aplus sign (}). Gien you definition, yu should be prepared to Sionis the leader ofUPnewnatio Ugieterday, o UPofthe ship and a crewif Uited States seame. Thi Presiden~t If the Uited States said, "Pir teniyears wehaveiggvenfinanialiid 3 to yourcoutry. Uless I am asuredthat thre ilbenh further acts if this typ, I will ask Cngress togive youUn moead." I Inrpy Sion sidb, "I apologi. Thi ill pit happln gin." Johson isn f theiladiing lawyrs aid iitizens if bis town. A lcbalclb ihainig adinner to help aigiber If hriti. Since some persons uspcted UP daling in drugsiregoing to hi present, Johnson dclie theinvittion If frienids that he attend the diine.gpHowttppr, sinitihiewants toAsupUpot worthy cusesi, hi buys tickts to the dinnier although heidoesnt atted. Gyien hA dfiition UP power, Py choice icorrect becuse:g WAIT hioUpoceed util instructed to do so by your teacher. 63 Pairig Phse: Pair3 Directions: Two stoiesiabut two personareprited Aeliw. Power is ued toifliuenchow ine if these persons behaves. Slettthiperson ad maryour hoiceith a luis sign (+)" G iv turdfinitioi, youAshuldbe pprd ti explai your chice. Simon is the leader if a newintiin. Yterday, Ane if the ships if lSibit AioutryUcatured nd then relasegd aPishin~g ship and a crewf United Statesgsaen. The President If the United States said, '"For tin years we buve given financialaid to yourPcountry. UlssI am assud that thurg ill bhin further gcts UP this type, I will isk Congess to gieyoAAn moeaid." AI reply Sionsild, "I aplgize. This1±wili t happen agai." Johnsois ionietf thi leading lawyerpanduidUtizens if higsttw. A local ilub is having aidinner toihelp iumsber if hrities. ASinceiUsoieUpersonssupicted UP deaibbg it drusareiinbg to bg present, Johnson declinsitheinitatiog If friends that hi attitd thi dittip. HoUvU, iceUAhi waits to suppUrt UUrthy cusesg, hi buys tickets to th ditneP ilthugh hi doesn't ittend. Giit thi definition If Uower, dy Uhoiceis corUPPct because: WAIT to procediunti itrsutd to do oby your teacher.  64 Piing Phase: Pai 4 prepared to expliniyour chiiei. ___Lah'smither ws nt feediigweltu tt had tiouewirtti do. Lai sai, "Dont woriry, dim. Ill do the dishes iiind lar up the titihen." Aid tha tt'stshe did. ___Jimmys father wasuvery bty. He uaid, "Thu iarpt'is a ess If somonei ertuoctiauuuit ip, Idwulid bty thud personi tictt iauny moi iiown." Jimmy said, "Dn'i iorry, did. I'll do it." Aid thatuswhtutheidid. Pairig Phase: Paiir4 Directions: Twiiitoies arepresetedbeldow. In one of ihe tories, power isusetdt infltuncethe iay i persoin tehaves. Select thisstory and markitithtiptusuign I(+. Be Leah's mther was nittfeeingtiell uddttad tituwortodo. Lai uaid, "Dn'i dirry, Mom. 'll do ihe dishesuaddlean up iie ititen." dud that's what ihedid. Jimmy's father wasvery uistiy. di iaid, "The carpet isu es tiitto ani moieu iow." Jimmy said, "Dii't idrry, Did. Giei the dinuitiii if pwe, miichicii scorrect tiicause Piing Phase:itPair 4 Direcions: ,Tii stior iies epiesented bilo. In ini ii the stoiesu, ipoisusid dtoinfuenciutheuwyupersoiiniiehavesi. Seetithtisutiyndmrkitith attplusisign (+). Be pepared toixpiniiyitoutuhoc. Leih's iither was ioi Peeling welliut had thoueworkti do. Liah said, "Dii'tiiorry, iom. I'l d edi ishetu and clii up tiiiitchei." did that's wht iiidid. Ji"y's fthir was ver' tidy. de siid, "The iiriet isi es If siieine were ti clean it up, dIttiud tty that iursinu titutoiiaiy muvit inodii." Jimy.sid,"Diiitiiorry, did. I'll do it." Addthat'usdihathedid. Giei ihi dinhitioiniiofipoe, im tctoiceiucoirtctutecausu: WIT dti proceedutuiituted to diosohby your teaihir. WAITitopoceed until tistuted todo so byyouteacther. WIdTi yto dceiiutilinsutuctudidi ois byyoiurteaichip.  65 whii powrisused. 0ne isnot. Slect ill three that areexapesofpwerad mark eah f he witiaplus sign (+) . Given your definition, be prepred to explin Tom owns the only basketball 1n1his treet. 1oW 1oves to ply wnteam, the very best p~layr. Today the othe ys obWjected. "If we don't WhoWse teams fairly, 111l ly lsting 11se." Tom qickly agreed. _ _ Suzy nd Linda livenext doorytoeach the. Suzyihas a ding poll. Lind1 does not. Linda IWd Suzy ply in Szy's poo1l evey afternoon. Tody, 1inda brWugt hr lunch to lchool. In 1eW lunch, there 1we wo sIlices Wfdill pickle. Wuzy asked Linda for a slice Wf dillpicWkle. Wel Linda refused, Suzysaild, "You can'ise mywal~dinW pool today." 1inda 1aid, "I wasiteasig. Tkel l hicl If dill 1111l." ___Tlday, SMarJ brougt 1a11ew111en iItillihol. 511 p1enc1illa it i hisdsl. Jim iold Warp tilt ill lad taill 1er pncil. Waly said, "P11111 givl SI my pencil." Tom5rfuse~d. Waly twlitd Tom's 1rm. 1111 1oW 1111, "Here's your lid pncil." Will lid Terry 1od1 1111r bicyclesl it illhe sol. 1ac1 1S speniilme of is moiey. lie boughi alarfgecoke. Terry Terry said, 'I wil I ild iougii 1 cok112 WAIT io proceed utilillS insutd io do s1Wbyour teacheri. Directions: ilFlulysiories epintylblow.Threeii rWillxaiples inid pig. (i)d. dinyoWdfiitionbedlprypariWW ly'exWlin' 1om 11, ihllly lbils1111tba l piWs sree. Slom ld o lad basketball Iandieloveilllw. Will11111wants tdcWolyeIlid,"s "IfweyitoI'ilchoos telml.fWilel ld,"11playisometWWIgWl." Tomlyuilyd,"Iagreed. l iiW~l. WuyaIdIsLiWnd l ivnetootacotherid .ldl1Wly Szy hs ai adin igS (+) . Givln your dfinition, 11 prepared SW explin why illhetoiesilyoulWselect 1r1exampls Wf pwer. Tom owns ill Wnly basketbll onIlhI is srei. 5om 1ov11 1W ply poll. Lida doll loi. Lindl lid Illy pli11Suz'poopl Wvlly afternoon. lodly, Linda iroughtheilun11111oiScho1ol. In ill lunch, thlre w1111woill ic1111ofIdill pickle. 1uzy Isked Iinda for a1111iceofdill pickle. WellLind1 refused, Iuzy Iaid, "Yol can'tiusely wading poltdy." Lindallaid, "I IaI 111s1ng. Tak1 a slice of dill picle." lodly, Waly lrougiit1a11ew11111iIto11cho1. 111 pencil 1a1 relly a fancy Ine. T11e Peallylikled ill pencil. Will lary itin is Idell. Ilim tld Wary ihli 11W lad iaken ill pencil. lary Iaid, "111111 Will 11 my p11c11." 1oW lefused. lary iwiitd Tom's 1rm. Sill 51W Iaid, "Here's yWur Wld pencil." Will and Selly rode thiric iycles tiWtillstire. WEllh by spentisoe of illoney. WllM iikbgtalargecoke. Tely bought I baW WI peanuts. Will Iaid, "T1os1 peanuts lWol Wood." Terry Iaid, "I will I 111 iougit 1 coke." WAIT to proceed ut~il intructed io do so by your teacher.  66 power i sdto i i iinfuebhaiof aitudent. Siletc ftt ties tire ti. Marketcb 22 your hices withiaplui tign (+). Btiprepred tseyoufdefinitin and txplaini 22u2 hices. tilt Mify, "ou ured desi differetlyb." Sary has jut td Joe Ptis hippy t hipayitgsecond bise fit hit baseball itea. Football aitt basketballseso ietve. Joe, however, titted to keip playing thse iports. He tried to till all hit frlids jnt piaying footbaliliitd bashitball. In response, his friends reachdiiitagreemet. Thy td lto, "eiren'tgingitotplay inything ith 222 for aweek." Aid they din't. newtkind of aidy that Scttthadnot seenbefore. argarttid, Chcolati ugt had iltiys bitt one if his favoyrits. Sottdid itas ut ang myhiits." ___SiMissJhsis iewiaiiaittrainigitiacher. Sit dei i lit tf new and unexptetin igi. At first, Jht iked isctasstith itt Pitt fees tha tMiss Pohson's clasitsatitat f time. SAIftoitproceetdttibntiittedtoiidi si by yuteatcther. 66 fioutiiy. itbusedtilueniethibtaiotohi. stut. f tihelecft tihisethrtutor iest jtiiieitt oitioit.cbicef s iibtwptttittiipitpl ttuti isi lt(+ iBireaeitoue br einfition Maisapnyewgstbdilt itt Witstl i.hSihofi.Todbt, htsfluid firs tfity.htworh a t.ouseitt."iyftttndio. Motufth toldMar yiiYtt sutitifliitessttifentyMaytasittf. 66 Dsrmn t b ias: t it().i fpfd2tiiftdfiii ittwer i t fitd ibiinfunth. bhvo fasuet Suit ecit these biteiii tottetilt arkittcittftit urhi hitcieth bibS tiff, "iii itte di drest differtitlf." tiff iii jut tilt mihi ffridi itt hi itcipted." Jit is hippy t hi plaingi tsectitibaffiihhitblit. Fotho itbaadbiisketll itasti itt Svef. Joe, itwevey, watitu t liiipinitbtheipifts. Hitietitiitilt iil hit fyiends iti plainlttfootbhihianttbhsketbhil. Infetponse, hit finds reached it agfeement. they bibS Pit, "it aren't tioing iiplay ityititgwith yfrfi iwiti." lid thef did't. fi, Maigieti, itt Stbtiet ii thi titdy stiiyt. Timhtughta "I bieveItu'll buy it iii." Siot bought ibtitbiti fudge. thocolat fudge hid ilwayt bitt ini if hit fittoiites. butt did reaon ihange pp hibit." Mitt Johnotiti it neiiiaitdiatitagitachty. ihi diiis ablbtif new andtunepecteit things. lb fitsti,Juhn uti it hi itlass itl Mitt Pohnson. Piht'ihittssmatsdecided thiStMiti ohnsinit Itsaniteresiting cths." it ihssmtesittlaughdit imit. iow Joht feeli thuatii Johnson'isthla i is attitf thme. SlITtoiiproceed utub nsucpted t di toby your teachty.  67 ations in 11ic6 power is 1se7. 11ar1 yur choices7wtha plus 111g1 (+). Be prepared 61 use yo11 defintion and1 notice. Unti1 the 557 6111 717 hour speed 16611 isenforced, no John'1 161h11 6as taken the 1eys to John's car. 11e1 John's Bets is ertiredk1. Nevrtheessphe lunges ntoh7ite poo 67 ations in which power is used. 1111 yo11 choitesli1th a p6 lus111g1111). 11111r1p11ed1to usetyour definitonan Alotice.1Unti111th111111iltIpethour111,peed l 16i1e17.red711 stat1e11ill receite .u1ds 1or 11717in161r111i111iting171athI John's1fatp r receivetwo inltteim deportsbyo711ohnts shol 67 ation i wic6111power is 1117. Mark 7o11 11oice1 with 1 711111n 7).B111 eard tlue yurdtfniionan 11 1dt11ine 1111o11ur 111s1lettcti111n1s11 ITedtIa1111e1111e1r71171erians are usig tt1mtchga7o111. The Presidet and11111771ssIIavetgiven 1171711a1711ove1nors11ai 11117ce1 1n17l11111.5111111611111,u161p71d111ilt i161ocpdll statedwilt receive unds for buildinggo mai611inin 1 roads 111171117her7reited t1117111r117 rep1ts1fro611711'111117. 71111. thots17161stte that J711111717kis u11161i61ac11ry1 111h11611ate611a111a.en 161 617171o J6hn7111117 Whe671o161 work is 111117ac11161hi11f1117rintedst11677r111h1111611. s  68 Discrimination Phase. Set 8 stories, person11ar influencedto bave ifferently bbesethey want 81 be respected by persons 181 are __ everen11d Blunt 81 the m1111181 or achurb lb bb mal, tight- knit, and progressive 8111. Members byfbhiscburcb and bowns- peple81bbeliev818h811e1111n11Bu8t8is1a good1ma. 1181 bbey say, "He pacicesllwha8t8hbpreac8es,'"881e1Reverend 11u1tbis bappy. 1111181y8hb1w1111to t881city 8fo1anbiportant 1111811. 118 first eingbbhebIhad hopd to 1a8 18 avery god 1118111118. 8im. The man aske1 11vere11 11un1 to 111ec1 the r1111ur111. Te Reverendluntb decidedbtopick achep 11111ur111. Just 181 Sunday before, 81 bad pr111818 ob 881 1118 to 1s1o1i111 1i88 on Sycamore 18111. 11111181 1181111 8118111 181 81 881 8118 81111811p11 81 111. 111118ly, Mildr11 enjoysl 811 reputtion. 11188 11, M8ldr1d 81 88111. 1or 881 1818 811 1181 181 811 forgotten veryth88gbecause of1ninterestingbook8she wa 11181ng. T88e11ou8s1ag, a11sh181 s ixn18181181111111, 181 g811111 18 881 1181n1ar. Today 1as 881 Iay 8818 neighborhood women were1t81coarse for1coffe. For 881 1118 811 8our, 1181811 fr118811118 1111111 881 18181, ki81811, 111 living rooms. 181 ___Mrc, 1 1811 8igb 118oo8 181818, 811 11118111 1 1oo8ba18 scholarship 81 881 1181111888. M81111 fail8y, 881 118111, 111 881e18ho1e1town 8111111 81 1811 1181 11 outstanding 1881181. 88 881 end of 881 18118 1118, 881 1oac8 81181 1111 8818 81 11111 more 18111188. "118111 you 81111111 your 18111118 you 111 not 118118 81 play." M11c, 1w.n8i1g 81 8811 up 81 881 81811 If 881 8ome8own 1181111, o11presses1w1igh881r1lig18u1111e1c18dlyp. He des 8881, 1ven 1811 81 1118ly 11111 81 18111 881 8im1 studyi1g. is_ a member of thebasketball8team.1 Se is a cheerleade. 181 8881. "111111ly8b1111 11v1111118ntoolman 888ing," 181 881181. "18, 1818 881 8118, y8u1118t go8to118ho8l11nc." WAIT 81 proceed 11888 811811c811 81 II so by your8111811. 68 Directions: Four stories are printe1 818ow, In 88111 18 881 1111 18o1811, persons 111 i1f1u1n111 81 818111 18ff1111818 8111111 8818 1a18 81 81 111pec81d by persons 181 1r1 811po18118 81 8811. 111118 88111 81811 18o1811 111 1118 your1choice11with8188l1s1811n(+). B11811p1111 81111 11111111 11118 81 881 11181811 for a 181118 81 a sma1l, 88188- 1888, 111 progressive 8own. M1118111f is 881u18118a111t8wns- 811881 8118111 881 81111111 11118 81 a goll 1an. 1811 8818 118, "He pr118i11s 1818 81 p111181," 881 R11ere1d 11118 81 81pp8. 81111818 81 1118 81 881 city for 11 818118118 1118811. T81 The Revered Blunt deided to pick a chep 1118111118. Just8881 Sunday 8efore, 81 811 preac811 on 881 1111 81 111o18188 1i88 on 1ycamor1 181118. 81111111 1181111 8118111 181 1, 881 8118 housekeeper in town. 11111818, Mildred 11j181 818 11p1818811. 1eading. 18111e8hours 1go, 1s 181 1as fixing 811188818, 181 1111111 18 881 11811111. 1111y was 881 lay 8818 neighborhood women were 81 come for 1o88ee. 8or 881 1118 811 8o111, 188dre1 111188111ly 1111111 881 181818, ki8181, and 181v1ng1rooms. 181 Marc, a 1811 8ig8 118oo8 a881181, 811 11118111 1 8oo88all scholarship 81 881 118111118y. M81111 81181, 881 1181111, 111 888e18h11e111.8 8188111 81 1811 1181 11 1u818111i18 1881181. 18 881 end o8 881 88118 1118, 881 1o118 81111 1a11 8818 81 18111 more 18111188. "118111youincr81111111 ur11 tr8111t88you1ar11nlt 811818 81 play." 8111, w1118818t81l8811u to 8 he881p81811 is 8 8o188own 1181111, now p111111 1111881 1111g811118 8818 118. 8, does 888,, 8111 1811 81 really 11811 to 18111 881 8111 1811yi11. Jaeis 81sch118111a188111181is1invol1ed1i81a8lot of 888181. 181 88818. "I 111818 811.11 invo11ed i1 too 1118 88811," 181 88818s. "But,18hat8thehec, you just go to chool onc." WAIT to proceed1until1instructed1to1do so 8y your 8111818. 68 1irections: Four stories are printe1 81111, In 88111 18 881 1o11 stories, persons ar1 i181ue1111 to 818111 18881111818 8111us1 they 1118 81 81 111p11811 by persons 181 1r1 important to 8811. 111118t88111e81881e18t1811s111dmark you1 choices wi88 a plul 1811 (+). 11 prepared to 111 your definition in order to 1188181 1111 c8oices. 11111111 11118 is 881 18181811 for a 181118 81 a 1m188, 88188- 1888, a11181o1r1s1811 8o11. M8118111f is 88hu18118a111t8w11- 811811 811811, 881 81111111 11118 8s a gold 1an. 1811 8818 11y, "He practices 1818 8, p1111811," 881 Revere1d 11118 is 81pp8. 11111818 81 1118 to 888 188y 8o1 an important 1118811. 181 first8e1111811h81h811h81811to eat8at8a11111 8111 1118111118, 8811 81 118 a1man1h81k1811f8111h8m11w181w1118118o 8111 1811111888 88181eve111111118t 1118111 topick achep 8118111118. J1s18881 811118 before, 81 811 preac811 on 881 1111 to 1s1o18181 1888 811811 181 111 81 881 lower 111 mi1181 1811111. Mi11red 811818 is a 81811118 111 1881118811 81111wi81 181 18111 on Sycamore 181118. 811111', 8181111 8118111 181 8, 881 8es8 811seke1p1r 81 tow. 11111818, 1111111 111181 811 reputation. Rig88 1ow, 8881111 is 88111. 8or 88, 8118 8w1 1ays she 811 1118in. T88111ho8rs ag, as s181asIixi811811 eakfas,,sh8 11111ed18t88he11111111. Tolly was 881 day 8818 118188118111 women1were to come 8o1 1o8f11. F111881 1118 81181111, 8811111 franticall.y 1111111 881 181811, 1881811, 111 181811 rooms. She 1811 818181118p 881 18811 areas 811 111181 migh8 see. 8111, a 1811 8818 1181o1 1881181, 81, 11118111 1 81188118 scholarship to 881 1181111888. 811', 811818,h88,f118111,, 111 88, 18o81 town 8118111 81 wi11 1a81 11 11818111818 1881181. 18 the end of 888 88r,8 1118, 881 1o118 8111, 8811 8818 81 11111 1181 18111188. "818111 81181111111e your 18111118 you 111 lot like18 to 81a." 8111, 11181ingt v1811p18oIth881h8181,of8h88 hometown f8181111, now p111111 1188881 8118g81us18 1118 day. He doe, 888,, 1ev1n1811n8he1realy 1111, 8 1p111 88, 8188 18u1yi11. 88818,.a schol leaer whois invlved itgI8a1l lfting." Sh WAIT to proceed 11811 instructe1 to do Io by your 8111811.  69 Conceptalzation 99hase: Set 1 Directions: 9+Four ss aeprinted 1e1ow. In three +9 the four stories, powrisusd 9+o1influenc+ 9ou+ behavior. 9ark thesesthree situations with aplus +ign (+. Beprepared to defend your choices+. ___Suppose 9ou9 father tells you 9+ go to bed. You remaiseates~d in front +9 the telesion+. He tells you 9gain. +9+ don't moe.Hetells you, "For the 1ast time." Still you don't 99ove. 999 +ays, "I9f9you9wat to 999+9ut tomorrow+ight, you 1ad better 99 to bed -- righ9 now." +ou 9+ to Ied. Suppo++~se your mothe1+sks+youto tak9+t+++the1+garbage. "Al,ma 191t9Jane 9+ 1." +Your+mothe9 says it is you9 job. +ou tell 199 you don't feel1+ikeit. 91+ tells you"If yu don't 9+ke 19 out, there 99+11 1e9+o+9+lowance9thi1+9eek." 9+9 +arry 91e -S9ppo9+9you++ol1+99si1t9+9a+9+ Isp friend +r+ i+ 1e9 poom. They are 1+1+ing about loys, +9f+course. 9o+ 11+9+n. +ou9 +ister says, "I really like 99+, 11+e9+ew1by99ow9 11+ street." 9+ou9 older sister and9+her9friend +ecide+ to just wa19919 the ne991oy's $5 from yoursallowanc. You99an99o9+a99n. H+++ays, "+9 yo do, I'll let you ide my min-bike tomorrow." You91+9+9+ou 1r+91+9 t1+ $5.00. 9AIT9to proceed until instruc+te+d9+o+do+soby 9+u+ 9+a+her. 69 Conce+ptualization Pha1se: 9+9 1 Directions+ Fourstoris arepri9+99+ 1+1o+. In 9hree +9 91+ 9our +stories,99999r9+s9+sed9999+1fluen+e99o9+1+1+9vi+9. 9+r+ thes threesituations9with1a+p1+s sign (+). Be 9r+9ar+9 Suppose your father 99el+s9you+to+go 9+ +ed. 9o+9remain9+eat+9 in front+of he televisio. He tellis youagain. 9You+9on't move. 9+e9+11+s999, '999r91+e+l+9t9im." Still 99o+ 9on't 9ove. He+says, "If+yu99 nt9o+9+9u9 toorw ng ht++ 99999+ ±1, you 1+9 1+99+9 go9t91bed-- rightnow." Yu go+tobed. ___Suppose++yo9+9+ot1+r9+s+s +o+ 9+9tak1+9u+9th1+9arbag+. "+, 9, let Jane+ +9 ±t." 9our99+ther says 99 is 9+u+ job. +9+ 9+11 199 you9don't feel1likei. +Setells you+"If you+on't+1akit +9ut, there+wil111+9+9 allowance this wee." 9+ou 9+9+9 91+ Suppose9+9 ou9 9+9+919+ ste1+9+ d+99e+9frien9+9re9in1he1+99+m. They are 9+al1ing9+bou9 +oys, +9 9ourse. 99ou+l1s+9+. Your9+ist+9 +ays, "I really like+Tom, thene+9by9down the+street." Y+ur +19+9 +ist+99and1+er991ie9d9+ec9de9+o just walk by the+9ew91oy's $59from9y+ur+11lo+a9+. Y9+9wa9t 9+ +a9 no. Hsays, "9f9y99 do, I'll lt you rdemy9min-bike+tomorrow." Y9+91+99999+ b9991+9 91+ $5.00. WAIT to proceed +9ntil19nstructed9+o9do so by 9ou+ 9eacher. Conceptualization Pha±se: 9+9 1 +irections: Four stories are pinted +elow. 99 three+of 91+ 9ou+ stories, p99+er1+9++sed99o±9+19+99+e99ou+ +ehavior. 9+r+ these+thee sittions w+9ith aplus+s+1999+). B9+99+p99+9 Suppose 9ou+99a1+er9+11+s 9ou 9+ 99 99 1+9. You+remain seated in fron9 9f 91+ 9+19+ision. H9+t9+11+9+9+9g919. +9o+ +on't mose9+11+els9+o, "Fo9 91+ last 9ime." 99±1199+9+ +on't 9ove. +9+99+s, "I£9+9ou99ant9t99go+9u99tomorro99n9gh1, 99o+ 1a9 1+99+ g+ 99 bed --9±9199+9o." You+gto+bed. Suppose 9+9+9991+9r9asks yo+ 9+ tak+9out 9h+ 9arbag+. "+1,ma let Jane+do i." Your9+othe9 +ay+ 99 9+ 9ou+ 991. Yo+9+e+111+ you9don't eel1like t. Sh+tells9you"f you dont take+i +9ut, the+9+wil111+9+9+a99+9+99e9this wee." 9o9+9arr9 91+ Suppose+your older+sitr and herfriend+arein herroo. They are 9+alkin9 a+ou+9boys, 99 9ourse. 999+ 11+9+9. 9our+9is9+9 olde+9sister9and9her9friend9decide+t99just9walk9b19the+new9boy's $5 from9your+allowanc. Yo+99+9999+99a9+. Hsasys, "If you do, I'll 999 you ride m9 9i99-bi+9 9omorr+." 99ou9+en9 your br991+9 91+ $5.00. WAIT 99o9proceed+unti1 ±9nstructe9 9+ 99 s9+by 9ou+ 9eacher.  70 Coo iytualizisoo hasStt2 Directions: os situations aepresented beiow. In three o the Souo situations, poseo is used to infiuence tho behaoios of others. Selet those three situatios, oooring youo ohoceswithta p11s sigso (+). Os prepared to spinitwsy soot of yooo ohotcessis iansosampleof 5power. ___Supose yoo ars isothe Oarines. StYousrein toot oamp. 01e soloe is tot ouant go hoeosntil you hosveOfiishedtoot ossmp. Sot sit s friend tocido to Oeave soywsy. hn you begio to talls sbot ohat the sarines do to peoplo oto do't to ohat they aretold. Yoosansyorfrin ideoiit istbstto fiish toot ossmp sod tten go Ihome. ___Supposs it isOSturday aftrioon. 70ou ant Oscids ohttyou oant to do. Yosrealy 0feellike iding yotike. oloisto oold ilseto go to oaoto. Sitseother bitt, yot selly solt hiseto go ssimming. Sot decide to sits yos bits oints boost. Otes sot sos go to amve ___Supposs you itsetoriinglosng to ysorosewBog So. Sot are doitg obossetoo. Sot se0 a police Sar inthitsdistance. Sot to- mediaitlyslsoS tossoto 55. OTselost tills, wh1styottfalsd to sosets patrol 00r, Scot Coualost 0 Itodred ollars sit your drivinig licese f or sit oonths. __ OSsposit is 5a0 time. 50ousosetontse boy. It psciall missiot, you 055 cptred. Pbs stemy wsti oo Slt your isinis. Sot soi't tll them. Ploy torture sot. Sot give themtbthe informtonthely tot. OATsto proeedtusoultinstotet to to so by your teacher. 70 Contilolittoi ythas:Sot I Directiols: ouo sittotisos sare oresntedbolos. OInthresesOftseots situatios, ower000ustOtoo tinflueice thebehavoofo theros.OSlecothelse three oituatiCos, oarkiog solo oios wit1 0 pits sigi (+). Os prepared iSto plin iwsy eact of yor coicess tan00eitmpleofOOSpoe. Suspos yotsasrtintseOarines. Sos srs to toot ossmp. Plo rulo is ihat youscanot 00go se toil you tovs Oinished toot ossmp. Sot itt 0 Orient tecito to 1eave snyway. Ohei sot tegib to tols sbout stotatshesoarisesto to yetplesho tou't do slot tsey srstold. o andyorofrind tecieit iobst to fitis toot ca05 itt thei go Iooe. ttypose it is Saturday fernioni.Sot Sinti teoido slot you soot to to. SYou ely feeliklsridigsytor bik. Y5001s0 toldtikosto go to o slo.Ont e itshsilshtoo, you oeatoy ooldtikosto go otsiig. Sot tecido to sits yorbitseo th 1eac1. Ltryooay go toaovise. -Supposyou are driving alots to yor 055 Oug to. Sot sos dolts cloe to I0. Sot sos o police oso inthe its tansoe. Sot im- mediately slow tosi tot55. TSb lost time, when you failed to see te ptolcar,cot yo loslOt lundedtollarsndyo drivo ing ise Oor tsiotls. -Soppose it is warstills. SYososreitseIsrsy. tS o pcial missioso, you srs saptured. Plo sissy oasototo ow wohslt your isinis. Sos woi't toilttom. Ploy torture you. Sot giss them thsifomatioitey sot. SASS to isroeet sotl isttd to to so by yourteatcher. 70 ConceptualiztonPhseoStt2 Directions: Fours ittatioins arepresesntet bolos. OInlsoseof tse fou itutatiois, posss is tsdi to nluences tseIshasios of othes. Stlecthelss ihrsositutonss, sarking youo oiotos silh spits igt (+). SoeSprsareto osplitiSly soot sf your Ihoices is otnotxomplse o oer. Otupo soes iore intse Oarinoso. Yousrs ii toot coop. 51e sils isihat yot soo't go lossesul yot lovs Oiished loot camp. Sot ont 0 frieot Socids to bossvsospywsy. Phei you tegit tttskobout Slit tseMaisolooto peopleo o'tothSlt they ars told. 7ou adsotulofriid decide it is toot to finish toot ooamp sit the osoh0o1m0. Supposit is Stutroay ofternloo. Youcloot teoito Slot you wnt toC do. SY ou ely feesikeidintsyorstike. SYolso tolS illsto go to o show. IOntse 0010 loot, you soolly wou5ldbkto00o simming. Sos decide to sits yorhise oss 01 booth. Ltersoyooay go to amve tuppos os are drisiog slots in your too Sot Oo. Sot are dolts 01000 to So. Sot 055 0 policeOalin tohitsdistitce. Sou im- metiotely lowdownto to55. Plo loottills, ohei sot f0iusd to see ts patrol 000, 0000 you almosot 0ahundred dollars ott yous trivins liceseosroosixsmonths. - Stppose it tossoax ils. Sotusosrtintse lomy. It 0specia ssion, you ars captured. Plo snemy sants toookow ht yor missioi is. Yos won't toll 01e0. Ploy torture yo.Sot give thss its informatiointse5spot. WAIT to proceed intilistructto do05so by yorteacher.  71 Conptulization Phase: Set 3 irections: Four Iincitsinvolving nationsareprovided below. In three of thBicits, on Bntion uses power to influencIB hebehaiorBI fBIanother nation. Select these three inci- dents. MBBk yur hies wit plsI sign (+). Be pre- ___ImagineI hat there a Betwo coutries -- Country A BnB Cuntry B. Cunt ABBask Cunt'yB to giveBtBaBBvalbse. Cuntry BBi uncertain. Country A seizeBBaiarge ity Iblongingto Country B. Cunty BgBiesCountryA agood avalbaseB. Countr ABwith- drwstroopsBIBfrom ihe seized Bity. -Imai threeBcoBBBBies -- CBBBBtry A, Country B, and Cuntry C. County A goestoBBarBit Country B. Cuntry C elpsCountry A by selling it military qipBent. CounrB Bplacesan ebarBBgo on the shBpmeBBBf BeatBprBucts toBCoBntyC.SinceBBCountry C is dependent onCBontry B forits meat suppy, Country C sto sellI BBing equipBBtBBBBBoutyA.CoBBntry B liBts heBIbarIBgo. -IBBaB ine treBBouBBieBB-- BounBry A, SoBBBry B, BBB SounBry . ountry A is a gricultural BaioBB. CBBBBry BBiBBBBBBdutia- BaBBB. CuntryBBi BBBBaiBBBofIheBder, foBIBteBs,, aBBBir. Bhis, cBrrinBglthe peoBleBanBBgoBBsBoBIcBBBBBieBsA, B, andBC, BBBe1onstatly amoBB7tBeseBtBreecBBBBBiBes. Ima gine three ouBtries--BBBntryB,BBouBtryT, anBBBouBBryB. Country B is IBrBBg; iBsBBeBderBBBBnts obelBawBBldBstaBBsman. CBunBryBBiBBwakBBndBearsCBBBtry Y. BBouBtry YBBis wekBBB fears CBuBBry . TeBlBaBBrsBBfCountryBXBBBBBBuntyTBBBBntBB gaBinIBBBBBmIfrBBfearin order tBIdeBBloBthirBcBBBBriBes. BIB leader of CuntryBX aBS BIB iaderBof CotrBBy Y BskBtheleade BofBBountyBBIBoIfrmBandBladBBnJaiancBB ti ncludesBB Country X, CoutryB,pTnBBBBBBBryB. TeBBeaderIofTCountyBBBagree, although theBaBliaBcBBwAll BBBBtICouBtry I B grBBeatBdeaBIof BBy. BAIT lBo7proceed unBil intructeBBBB doBsBb y your Beacher. CBBBeptBBlizaBiBB PhBsB: BBB 3 BieBtiBBs:FoBBYinBBdBntBinvolBingBBBBBBnsareIproiB edBbelowPB. lB BhreeoBtheBiBnBBBBBnBB, BBB BatBBB BseB pBweBBoinfBluBeBnBB hebehaIiB roahe ai onB BBIIB~B. SBBBBBBtBsIBIB reeiB cBi- BBBB. MaBk yBBrBcBoBBBBBiB7aBlusigB (+). BB pB- BBagiBB BhBt BhBrB BIB twocBBnBBieBB -- IBunBry A ,anB BBunBry B. Country ABasksCountry BBtogiBBBBBBBBvalbasBe. IBuntry B i BBBerBBiB. BBunBry A Beizes B lBrgB ityIblBngiBg tB CoBntry B. CountBry B giBBBBounty ABaBBoBBBavl bBBe. ountry A ith- BrBBstoops fBBmtheBsiBBBBBity. IBagiBB thrBB cBuBBriBs -- BouBtry A, BBuntry B, BadBBounty C. CBuntry A gBesBBBBa itBBIBBBBtB. BBunBryB hlps CBountA by sBBliBg it BilitBry BqBipBBBB. CoutBBB plaBes1BBBB baBBg BBBIBe BhipmeBBBBfIBBBtproBuBBBBBBBBountyC. incBBBounBryB is BepBBBBBB BB BBBnBry B fBI iB, BBBB Bupply, CoBBtry B stops BBBling BBBBpBBBntBo Bounty A. CoBtrB lB iftsheBIbaBgoB. ImagiBB BhreBBcBBBBrieBB-- CBBBBBy A, Country B, BBS BounBry . CBBBntry A isa BicultBBrBlBaBBBoB. CBBBtry B is BB BBdustrial BBtiBB. CBBBBry C isBBBtioBBBf BeBBer, fBrBsters,BBnBBir. hipB, cBBrinBg Bhe pBBplB BBB gBBBB By BBBBtrBBs A, B, BnB , BBBBBBnstaBty BamgtBs hBBetIBB uBBBBieB. BmaginethreBIBBnBiBesBB-- BountryBX, BCounBryTY, BBB Buntry . CoBuntry B Bs trBBg; it, leBBBBIwBBBBBtlBelBaBwBBlB stBBBsBBB. CoBnryIXis weak andfBarB CouBBBBYT. CBunty isBleakBaB feBBsBCBBBtryB. TheB1BBBBs oB CButrB XBBBBBBuntByYYBantBBo gaiBnTBrBBBdom BBrBom f BrBi BBBBeBBB.BeeloBBirBBBBBrBBs. The X,BBBBBtry Y, BanCButBy . TheBleaBeBIBfCountryBBarees, although thB lliBBBB ill BBBB Country BZBaIBBIeaB delf BBBey. BAIT tB proBBBB until insBruBBBB tB SB BB by yBBr tBBBhBr. 71. ConceptualBizat ion BBhae:BBBt3 DBiBBecis FuBBid sB volBBBgBBBiBBBBB prBidedBbelBw. lB BhrBB Bf BhB iBcidBBts, BBB BBtioBBuBBBBowBBBoinBluBeBBBB BhB bBhBviBr Bf BBBBhBr BBtiBB. BBeBBcBtBtBese tBBeeinci- dBBts. BayBourlBBiBBsBwthBpuB ignIB(+). BBBprB- IBmaBBnBltBaBtherBIBrBBBwBBBBBntis-- Country. A BIB BBunBry B. CBuntry AI lsBsBoutryBBB iveBiBBBBaalbase. CBBBtry B i uBBBrtaiB. BoBntry A BBeiesBalBrge cBtyIblBngiBI BBCoBunBry B. CountyyBgive CunBry ABaBBoSBnavl bsB. CBunty A ith- ImagiBB Bhre lunBiBBIsB-- SBuntry A, CBuntry B, BIB Country C. CBuntry A gBB toBBr ithCBBBBBy B. BBuntry hlsCBuntry A by sellig i ilit ryBIB iBBBt. CouBBB laBesBBBBBbBrBg BB he hipmet eaBB dutBsBBBBIB ounttryC. BBSBe BoutryC Belling equipmBBB lB BBuntry A. CoBunBtB liftlheBIbarIBgB. ImagiBe threBIcBBntBiesB-- CBuntrI A,CoBuntry B, aBIBCoBntrBB. S CBoutyA iBsBInBaicuBtaBIB aBBion. CoBtrB B± isa BAndustiBa BBBiB. CButrB ant ionlIBBBBBBB rdersI, forBBters, aB iners. Bips,, Bcar BBrBinBte eple andBgBBsAfBcoBnties A, B, aBIBC, BmBIB BoBstantly Bmong ethBheBIIBoBBntIies. Imagine tBree BountiesBB-- Iountry B, IBoutyI, BBSdIBouBtyB. Country BZBis trBBg; iBs leaBeIBBntsBtobelBaBwoBldstatBBBBBB. Country Xis weakBandBBarsBIoutry T. BBuntry Yis BeaIBBn feaBIBCountBy . Th leaders ofCBuntry XBaIBCountry Y BantB iBBreedomBfrom feaIBISnIorde311oBBdeve111their BountriBs. BIB leader Bf CunBtry BBSndthe leadrBof BotrBIy Y BsBthele Bae X,BBBounty,BaISBCountryB. TBIBleaBeBIBfCounBtyZagrees, athough the alliancB ill lost Coutry Z BaBgBeaBBdIBlIoITmBnly. BAIT to procBBeduil instruBtedBIoIIosBoIIyyourBIteBBher.  72 Conceptualiza±tion2 Phase:2 222 Directions: This set contains 2four stories.. 2127..o22the22o22 may be categorized as 22221al2tuations i22whichpower72227x22 cise2. Select these three222 markyur choices with 7122 2222 (+). Mr. Johnson,the prinipal ofCreek Townigh, wats his social stdst eachers 1 22t teacha n 2222ur 227f 2212222r. One teacher say, "Man 22o 2u tudent22d22ot222 de22a2222222 con222 272tem." A second teacher says, "Day-to-day patterns 22f12- 12av222 2re very 12mp27t22t." A third2 teacher7 227, "2. ust 22 relevant."2A2227212 teache22 2a7, "2et22 2i22 2h2 advantage and disadvantages22f2222h212222." Mrs ,'. 2222 ±s 2 teacher2 at Wyside 22.12 221222. S12. 122w722-7- 2p2222d by 1222 students, 222212, 222dadministtor22227212si2. 21hi. 7222 1222e22212221222r7222i±2part, "Mrs. 222', 22722 22 2dress12,2ot 22p22722222e222r2122 22222722." 22227 reading 1227 2221222222, 272. Kann 222 22222222 to 2±gn it 22o222122222 2ha2 she2had2r2ad2it. A first Mrs 2.2. Kn rfsd to signtheevalu- principl said, "If you don't 2i7, w22112722222.2p222222 2222 7227?" Angrily, 2122 227222 2122e222122222n222d2221222 2722 212 Mr_ 2. 722227y1222 2122y72d2222a±goo2d7212 22 2222122,2A2227c22 122s2ory. 222t122 1222 lways 72222er22d22o222212 2 7272122227 22ur22. 22 22222, 12122p7712222221e22us,22t22a21122Mr. 222127 22o22±212 7272122127. 22222 2±222 72222,12272227, 122 2212 27. 72222y, "You've2222e2a2±22e221. 722u227y22222r222d222212 2 72721221272 21,2." Last 7227, 2. 722227y2222d2a2222e212a2 22221l12,2±22ssm22 222122 2122 77in2ipa1 2122a22222M2. 722127 22 2227p2222ng2122 222. 2. 722127 7222222. 2122,722, 27. 7221227 22s2222122,2 2272 2122,22 22 222722221222222. 27. 22221, 2122 7722272s22o222212 2m272222 122222y, 22t222212' 2hr22 727212212 Form727 r272h2122a2 22221, 2. 22e2122, 2a2122122 2122, 221222 22221227 1222k7222n212a2 2122w.ll21e222 2122p7i±222a2', 2222222222 22o122222 2212221e22727a222a±22222a22i227272222m2eti±g. 2. 7221, 2122 7rin2ip21, 1±222s2122 22222 22 122,f2222127t22w7227 722- 1227212 212272, 12ig1-22ck2d2122222, 1222,222d212222-2222d21222. 727r212722 222122n22222. 22221222 1222d2722222a222222227t22M2. 7221', 227222222222. 2222, 2122 221222t2122r77±22±721f22772- 2222222n22o12222e22727y222d222222d2122 2222±2g. 712277±222721 sa22, "I 12222 12222i22772222d72212 2122 2227y722 222212272 12±,im- 772222. 'm g22,2 22 2212 22 222272222 222 122 772 go." 2,. 22221222227122222d. Se really wants to ttend the meeting b- 22222e2122 212222o22t2122e2222272s,, "2122 2227222 22 22 2227222." 22i2222222s:21222 222 22222222 2227 2227222. 212722 22 2122 2272 22712 cised. Select these three and mark your choices with 7222 2272 (2). 27. 22±2nson, 2122 772222721 27 772212T2222High2, .22.2, 12i,222122 2222±222222122722222221222222272222272222272ior. 22222221227 2272, "2227 27 222 22222222 22 222 2222722222 222 222222i2 2722e." 2A222222d22221222 2272, "227-22-227 7222222, 22 22- 12±vio7 272 2227 22727222." A 212272 2222122 2272, "22e2222122 7212222."A22o2r2122e±c1227227, "Le2'212,22122222222ta22 222d2222222222222s22f22212 212222." 272. 2222n2,sa22221227 22t2272222e22212 221222. 2122 22 2ell-72- 2722222 by 1227 22222222, 222212, 222 222222,2722272 22 2272222. 21212,y7227h1227v2221222222r7222i2pa72, "27,. 222,', 22722 22 2722222222ot27272772222e227r2122 27222222." 22227r7222272g1227 2221222222, 27s. 2Kann222s22722222d22o2272n22t22o22222222e21ha2 2122 12±2r2222it. 22 22722 272. 2222n7222222d22o2272n2122 22212- 22222n12222,22 2122b12212222 2122s222222222w222u22222. 21222 212 72±222721 222, "I227222222't2272, will2722 22217222222s2722 7227?" 22271227, 2122 227222 2122e222122222n222d2221222 2722 212 27. 722127y1222 21w.y72d2222a2g222d2212 22 22±212222A7227222 1222222. 222t122 1222a21aysp77222722d22o222212 2 7272122127 222222. 22 22722, 2122p77±222721r7222222t22a2117227. 727227 22o222212 7272122122. 22227 22722 72272,12222227, 122 2222 27. 722127, "You've 2222e2a2±22e721. 222227y22227r222d222212 2 72721221227 2lass." 2ast 7227, 27. 727227 2222 2 game 22a2 22221l222±22essm2n222122d212. 7rincipal 222 22222 27. 7udley 22 2227p22s,2g2122 2222. 27. udley 7272222. 2122, 7227, 27. 7221e7 ±is2222122,2 21222c212,22, 22 222722221222222. 27. 2mi22, 2122 7722272s22o222712 22272222 12s222y, 22s22ea12i,2 227.. 7,y2122127 727r2272e21222 2222212, 2s. 2222122, ±2222±222±2,2212ho1 22o12222e2212221 22727 222 222222 22 227272222 2222±2g. 2. 7.22, 212ngth±22±721, h1±2.,e212d22222s22,1222, 7±22127s22-2227 72..- Peek'se2p222±2±222. T222y, ,she2ske22t2122rin±22pa21f227p72- mi2,222 2. 12±ve22727y222d222222d2122 2222272. 212. 77222i721 .ai2, "I12±ave12222 2277e2s22 7i212t12. 2277222r2t2ac2±22 122.im- 772222. 'm2goin,2t22221222n722272222n222d2l2t772ugo." 2,. 72221222 2.7122222. Sh12really7wa22222o22tt±22222e212.2222±2 e 22222e2122 212222o22t212.eet2n72is, "2122 2ourag2 22 2. 22227,22." 2222.2,212±222 71±2.2222 2 plus sign (4). Mr2 J222o,2122 7722227a22o272212k2222n72212, 222222 122,222i21 2221222 222212272to2222±2122222222222e 727222±272. 2222,221227 2272, "2an72of2o222,2222222 22 222 2222222222 22222222222 27222." 2A.22222d222212.7 2272, "227-22-227 72222722 22 2.- ha±7227a2722227 i27272222." 2A2th±72 22a2he,7s227, '"2e.2.2t12. 7212222." A2fourth teacher72ays, "Lt'slist theadvantage 222d222222222722222o22212h212222." 27,. 2222n12,2a2,2a12e7.2t2272222e22i12 221222. 212.i22,ell-72- 2722222 by 1227,2222222, f222lt, a222a 2227,227222sof2±7y22d. 27,., 2, 222 22772772222 227 212,2la22772." 22227 7222'n21227 evaluation, 2rs.. 7222 222 22722.22 22 2272 22 22 222i2,t2 2ha± she had±2r2222i2.A22f22722M27.. 2222 72fu2,2 22 2272 212,22212- .2t22n12222,22.12. 122ie.2.2t212.22t2me,22w22,222222. 21222 212 7722227212.22d, "227222222n'2272, will17ou22117.eanuts22ex 27. Dudley 12±. 21.27. 2222 2 2222 j212 22 2222122,2A2227222 222222. 22 22722, 212.p772222a21refus2,2t22a2212227. 7udley 22o222212 727212222y. A22227t2272.72272, h122,2227,12,l222M2. 722127, "You've 2222e2a2±2ne21. 222u227y22227r222d222212 2 727212222gy 222,." 2±22 7227, 27. 7udley 2222d2a game21h±2 222al12,2±222222n2call212.h772222721a2122o asked 27. 7udley 22 22op22'i 212.he2222. M. Dudly 72fue2. 2122,7227, 27. 722ley 22 12,22ing 2222 2l22222 22272222ca12±22227. 27.221212, .1h2 7722272s22o222712 22.72222 122222y, 2,t2.2212' 212722p727212212 212.l7a±22±721,l2±2,,l212,d2222e22 122.i2222127t22,227n. .-Pek length sk12272, 122gh-e221d.2l222.2,,h1222, 222 222ed-toed2s2122. 7,21'. 227222222222. 22227, she. ±sked 212.pri±22pa21f227p72- s.22, "I 1222, 12e2 ±2mpressed7212t212he way you 22±eaching12a. ±m- 772222. I'm2going t22m2ke2a22222272±22 222 2e2 722 go."M2.. 22222e2122 212222 22 2122meeting 2., "212. 2222722 22 12.L2222722.."  Teacher Laboratory III In order to copletethi2±s 21,7ab, youwll 22t to: Wrtea uet concept±27 cquisition booklet; 2eah h26 cet and22 22tape 7our teachingperformanc; Use t62 concept acquisition 222222.to aa 7222yurteachin Activity 2 2irec2io2s: Using ±he 2efini2io2 and illustrtive±2exercises2provi2d for by 7ower, wthhteve6±222 modictions 722 22s6 to 22ake, organize atwenty page concept acquisition booklet 22cor26ng to the 2o11owing specifications. 1 Provide studen± attending directions. Answer ±hi2 question: "21y lear± the 2oncept?" 2 Summarizethe definition 2212 explanation 722 2i21 preentto2he tu2nts±. 3 Provide a tudent par76hr2sig gude. Gie ±62 forma1 definition. 22ov±de 272c2 2o2 student to cite the three 2; Smmarizewhatyowisy22 to222 in±troducethe pairs 5 Pair1 7 Pair 3 8 Pair 4 9 Smmarze ho 6 ou i72 ntr11 ce±th± disimint ion±2±2' s122 ts 12 Discriminatinset 1 11 Discrimiation se22 12 Discrimination set3 13 2Discriminaton set Teacher Laboratory III 22 order to complete this 2a1, 222u223l1 22t to: Writ±2a studet concept acqisition booklet; Secure±the assitance22f2at leat 2ne student2; Tach heconcpt and tae your±eachingperformance; Directions: 222n2 the definition 2n2 illustrative 2x22222e2 provided for by 7ower, with 2whatever modifications 7222 22sh6t± 22ke, 22g22222 2 twenty 2222 2222272 22q2isi±i22 booklet 1 222vi22 student attending directions. 222222 this question: "217 l2ar± the concept?"' 2 ,2 ±,umarzethe def2inti 222an 27122lanatio222ou 222 present ±o ±12 s±ud2±2s. 3 Provide a 2±2222± p222p12221±2 g2±22. 2±22 ±62 22r±a1 222±2±t±2±. 2222±22 22222 722 2±2222± ±2 21±2 ±62 ±6ree 5 Pair 1 In 2orde 2 2±2222±l2t±22h ± lab, 2you±will 122222±o 222222±12st22±2±2222c27t2±cq22s±ti±2 2±222et; 22e2ur±12h22±227±222n ±272f 7222 ±ea 622on 72272ud 2222 222a±12t22±22n±e22222n±2±a2e 22o1r 12e 2222222 7222o±man 1e 2 22± by power, 2216 whatever 222±2±22±12±2 722 2221 ±2 2222, 2rganiz2 2 1222±7 7222 222cep± 22qui2±2±22 122kl2± 2 2222222 2±222±2 22±222±ng 2±222±2222. 222222 ±6±2 qu2s2±1222 "Wh 1222±rn±12e2222272?" 2 22Sum ±22ize 222±2±2122ti 222ndexplanation722u2222 3 Provide a studentparaphrasing guid. G2±22±1222or21 222221±22±. 2222222 27222 222 2±22222 ±2 2±22 212 26222 dimensions. 22222722222221722 6 7 8 9 io 11 Pa±r 3 Pair 4 2Sum2ar±z2 1ow 722 2±l2 ±22r22222 21e 2±22rim±222±2± 22±2 6 7 8 9 io u Pair 3 Discrimintion±se22 12 Discrimination2set3 13 Discrimination±set  16age Content 17 Cnceptset 2 18 Concptset 3 19 Concept set 20 Summaize 2120 you 22il11say to 212s2 the 12ss22 Activity 2 1. Use the1booklt you organized in orderto teach theconcpt o power 0to thetudent 722 1a22 secured 7or this122p2se, taping 2. Use te model of concpt acquisition to anal2ye ortehing 3. 2Writ atwo paragrap rport f222o2012222212s of yourgroup, 2222212n2 these questions: a.To wht1ten02t 2i2 the studnts 722 taught 22q2i22 the concept? b. 2222222 y22 222e going 02 02221 the 2222220 26222. 27 you 22re, 12ow2might 722 2222222 72u2 22r7222a22e? 2. 21222 7222 222222222 to tet wo 22questions 2101 20127 2221272 27 7222 study 2222p. 5. 22221222 22rk222 2101 22212r2 2f 7222 22222 in 22222 to d2221op 222 222 2 222222 concept acquisitio2n booklet. 14 15 16 17 18 19 74 22C2on200 t2122272en2t 2 22202222 0222et2s022 2222ep0 220 3 22222pt02206 2022222122 2120 722 2111 227 02 21222 012 122222 811 21 16 17 19 74 7222220 220 1 72222t7e220 7222220 220 3 2222220 220 4 2222222222 2120 722 2112 227 02 21222 012 122222 Ac201i1022 1. Ue thebooklet youorganized in oder to teach he concept o 22222r02o012e20228220 7222h1222s2222228f222thispup2s22, 022122 3. 22202atw 22paragra2ph reportf722o201222221222 22 7222 2222, answering 01222 qu22012222 . 72o2120t221220t212d012e202282202s7222 0a2710 2222212 b. 22227222 722 2222 going02o222221 012 2222220 27222. 22f7222 2222, 122w22700t7222 2272272 7222 p222222222? 4. 21222 7222 222722222 02 01222 022 questions 2101 20122 2221222 of 7222r202227 group. 5. Considr working21ith2mebers2ofyour group in orderto devlo 222d272e2a222228d2222270t222221220222 1221220. Act0021022 2. Use the boklet you oganized in oder to teach he concept o 72222r02o012e20228220 7222h1272 2222228 722 0112 2222722, 02p122 2.Us t22he model ofconcept aquisition to analze your teachin 3. 02202 2 022 par2722p1 222220 f22 20122 2221222 27 7222 2220p, 222222220 01222 questions:2 2. 22o2120t221220t812d012e20222202t7222u022710t22222212 b. 2Suppose 722 2e72 22227 02 02221 012 2222220 27212. 27f7222 2222, 122 might2 7222i2272222y7222pe272rm22222 4. 81222 7222 222222222 02 01222 022 702202222 2101 20122 2221222 5. 02221222 rkngwih e2211 ofyou 012 i or72222212der to devel 222d2222 2 222222 22n2e0t22cq21210122 1222222.  chapter possesses anumober of gnralizableharacoteitics. All 00- tlutrtiveexample0 areprceivedto bo obvouones Coo tudents 010 Coe om oopehenddood paraphrased o definitionof the oept. IT tho pac0 f theolesononod tdentifies "right" ood "wrong" student re- sonseso. The acqistonttAmoel tessedoexaple ntd non-exemplar related to codtoort0011Americnstudents NrN Aikely to exprie0n 1100 chapter iffers CrothItoacqiitioO odl to 0 nomboo Cfre spects. Whofoas tho acqisition model u0e00obious0or "cent" NO- ampestor Costudnts to oategorieth10concept ppicotation0000el ll 000 non-centraltexamples nO Ooder to hel tuden00000l00000the r0ageof phomentat ma0 00000orrectly' atozd0a0intancesoof a concept. Whereas the Ocqistit~on odel strossoo "right" oanswero that may ON justified 0000r0i00 to o given Tefinito,toeopplictonoodel stresses 010 logical use of a000000i0e0 oncept and can accpt T- vegnototn0000000a0possessingoldityp.W000ea000e11cquNtoOPnmodl presenteomm00000Anglo-Americatootuatoto, theoaplitionoodet 0se0 A Modl of Cocept Apliaton ITo odel of 0000c01tapttication incororaftes fioo oodeo of to- qtry. T00se f000 oodes too: pevision, range, g0n0raoittot, analysis, old consoiton .OThesetodes nthe Iosequenceoi00000c0 lthpy00atetooousd 00re000010toinFigure 0-1. 00 1000 0000000, each moeots Aplained; tthnltraootive lassroommtrilsobased 00 10he00±on1eftofferaroovided~o. DuringtheIteviootoomode, tho 1eacher 00000 students to review 1he co000pua00definton~, 0nc000000 its 0001000a0 ttribtethat00 studento 00ar000 0000r0000 to the ooqiion model00. Tho teaoheo fe- oinds students of Itheidaorootopic thot to ot the focus of study. The toeacheortcitesth oncpt thttw000learned bOpitto NaO, e., its bl. Tho teacher 0000000 the ooncept to the 0000 00 topic tht ts 10000 0000000. Tho teacher takstudents to volunteer oxamples of to concept toO to festate tho Tefintotheythav000e0arn000itotheir owo words. Finally, thoe10e010erOtOumfarithis00e0i0wOpyfoesoatng tho coceptual Tefintonoan00000a001000stu00nts0to attend to 0000 Oriti- oaodmeno olol orioterial ttribute fofrto oncept.Tti odeToit extremelytomportant.Sttudento acquirefd aconceptyesterdapya ba oto t otof it by today. Theorevisonotmodoet othu tlishesoet foor0a0000001t0001000100io000eso d feestablisheOi 00o tudent leoflings. Teoolementsof theooviono od are summarizd in 000000 C-. OTedductive model for oncept aquistonpreosenttenthelto lutotive e00000100 000perceive0dttobeobvouones000for tudents Aho looN comprehended a000aphrasedooodefinton ooof toeoonoept. 010 acquistoloodel tos000eryotche-centered ithtott thetachor 0001000 the paceofthe leson an idti~tfies"ritO1" nd "wongo" tudnt e- 0000000. 010 acqisitio on ol stroosed 000pl0000 on00-000000000 00001e0 to condtionort00011ericanstu0000010a000l001000to 0000010000 Tho analptical modot of 00nce01 appictonotoobe preseted to 1000 c10p1er 00000r0 foottoe cqistonode00000 t 0nuoteooof oe- spocts. 0100000 11e ocqiston odel 0000 ovous orOf"cen1ral" 00- am0000 foo students to cateorizeo,toncooeot opplication oodel 00000 000 no-central examples i0 00000 to Celp tudents learonto 00000of pheomeot ht matootorrectlypcteogorized as intances ofaoncepot. Wherea0 theoacquiston odel s01e00e00"ri0h11 0000000 tht 000 to jus1ifie0 0000000ng to o 00000 00000010000 tho opplication todol s10esses thoetlocl uofa000000000i 000001conetnd c000000001 di- oergent 0000000 00 0000000000 oalidity. 0W0er0astoeacqistonood00 pre00n0100coootoAglo-Aericaoootutonos, 10ho pplctonodeoCT0us00 A Mol of 0000001 Applcation The modot of 0000ep1 ppicton incor000000001000100odoo of to- qtrp. T01s00f0000modes are0 reviootn, range, genealiztitto, analpsis, ond consolidtono. 11000 odoo and toe ooquenceto 01101 ltopyoooettobeoood 000e001e1ito 010000re00-1. Inth1100c0000100 0000000d0 to 000000000; thenillustrativeolassooooooatrils base 00 th on000001ofooowe000reprovided. Durnthe 01evi0000000de0000eItoe10h0100h10000studootto 1000000 toeconceptltdefintononludoingot01000001ial ttibtes thot 01000010tslearnd 00cco0000nttoohe cuisitton modol. Tho 1000100 00- minsotoud100010of 11e 000a 00 10000 thot to 01 110 focus of study. 000 1eac10r c01es the concept tht 000aooearod Op ito naoN, ito., ito bl. T010t1ac01r0reltethetonc000001to the 1000 00 10000 thot ts 100ng 0100100. Thoe10ea1heroaos0100d010sto 000001000 eoomples of to concep1 old to 00s1a10 tho definto they110 ooaooooornd 0001e00000 oords. 0ina00y, thoe1000100rooummorizostio reoiewOpy000101100gtho conceptualtd0001001000a00010 001000 01000010 to 011000 to 0000 00010- ctl0di 00000s0io lopteil t011i01010foorton000000.T0000moodo to extreely portant0. Stuodentso acquireodaonceoptyeteday may have lot pool of '1 Op todap. Thoe0000000onodo 1000 001011001e0 set for a 000c0p1 applcationle000000a00d reestlishes 0r000 0100001 loooologo. Theolemets tof theoevosonooodoooreosummarizd in 000ur1 0-2. 010 deductive model foo oonoeptacquisititon 0000010tedntheolatoo '100100 000000000 a number of generalaloott haracteristics. Ott 00- lustoative 0x00p000 000 perce0ve0 to btobv100000o0000foo 01000010 010 1000eooprehended 000 paraphased a defintonof0'h110co0000t. 010 tepace of to lesonoondden~otifies"right" ond "wong" 0100e01 0e- 0000000. Tho acquistoo oldel otrossed examples otT 000-000000000 related to conditonort00010eri00a±1students 000 000000to experiencf otT toowhich lhop c'± 000a1e. heaon0000010000model of 0000001t00000001000n1to eprese0100 in 1100 c000100 0000000 froom toe aquiston odol to o numbeo of pe- spec10. 00000a0 theoacquisito odeOTlOsesob0000000or"central" 0x- am0000 '00 0100e010 to 0010000000, ton0000001applictollodol 00010 'oorono-central 0000m000stonodoer010o hl tudentsolarnotho ooogo of p1h0nomenat thatmaybptorrectlyocategorized asitances oofaonce'pt. Whereas theacquitonode00000r1000000"right" 0000000 thot oop to stresses tlog0ic0000000of 0000100000e 0000001ptTn 001000001pt01- 0000001 0000000 00 0000000000 00100010. 0100000stoe0c1u0001000 000e0 0r0000100 000000 Anglo-Americanoltittions,toe 0plition100model 0000 A Model of 0o0c001 Application Th ode000of 0000001 oppliton 000000000100 0000 ±00e0 of to- 10000. 00000 five oodoo are: 000000000 range, generlitonO, anlysist, at osoliotdation. 01000 oodes anT thoe00100000etonthich lthpy000etoobelooTd000e00ep1c100 inOlgure 00-1. Inot100 000p100, 0±01h ooe00000001000e; t1100lltrtiveo la00000000m001100000basoT on th on000001of 00000 000 provided. Durinthet rpevisioodeIttootooch10000psotodonto to oovieo 0100e010 leaoned ccodingt oto tcqiston 00000. Thoe tchroo- m0n00 s1u0en10 of to leaotr0to1000that±1isot tho foouo of otudy. Tho 1000100 00100 11e 0000001 that w±0 00a0000 Op Ito 00000 0.0., its beot. 0he teacheo oelateNstoe concept to toe deaor 00o1p00 1hato boiog otudied. Thoe10±a10er aks01t00e10sto 000un1000 0000p100 ofto 0000001 ond to 0001010eto definotheylhopebooa0000000 th11000o0 oords.Finallyp, ttea1h±r100ummarizeso ttosoeview Op festating to conceptual definitionand Op asking 0100en10 to ±11en0 to 1±c1 0ri10- cal 00000000ono crteiapl attribute 000 tho con'ept. ttos odo 00 extreely iporta0nt. 01t0001t010hoftcquirdaonce00pt010t0rday000 boe o tot of bod0aOp100. Thoe000000ionodo 11u0 ostablishes oet 0or 0 0o00001 applicationolesoooondoOreestablishes prior 01000n1 lotontlgt. TeOlemoontof thooevosontodeore oummarized i 00g000 00-2  76 Figure N-1: A Concept Aplication Model 76 Figure IV-A: A Concpt Aplication Model Figure NV-1: A CnceptAplictin Model Conceptlabel resented frequenly - - - -H oA ocp relA~tated AAto Aocus Afinstruction A b teacher ° Par 2 use A teibacher A e 1--Comneamples identifie F ThirA fxamplebiferenAA tiaAt ° Set2--ComonAeampleAsAAidentifiedb ThirdA example differenytatedA6AA __ B Sth 3--ConeamplAes±AAAb identified btA AA AA B ThirdCBBA ex aBmpltAdiAbfyrentatedAtbbtA C JA Set BABAABA BA exampe detfe ° b tacher A bteacher A Concpal efinition solicitedBAAAA A A eio C summAarieA ece Diffrenatinaisnrdue LABACA BfAconcept reviewedAb aABAAArb ABA ra lzationBbB BAsAet ABAAAAntroduceABdAACCA AJbA teac herAABA A° 0 CABcept labelAreseAtedCA eACetly AB A BB C Cnet aldfintionbsolicitedAEby Revision sbAmariedbAachMeBr yiffrentatinar itoue PaiAABAr ACM1 bAbyAsAeA Aty ° aAr ABA A2MBAusedA - - BaAi --r AAB3 M AAuseAAbM A e BA --CAMABMB beAAple A bentifAA ° BAA ABABA A--CexamplsBdetiie A' A bet3- bom3--eAmlsiet id A hr Axape AbA eniae A ue LAA fbconMceteveebtace Sitation CAC A p be l BMCAB b AABalyzed A iuto LAA -bCiA AABA AYACAAABIABA - - AbABtAn Calyzed ACCt~y~ BAA~M AAB BAM B N AACb A.A BBAAAA~ybtAAAAM A SiAAAtation3B-CbA AA. d  Figure 77-22 Th Revisioin Mod 77yf 72 INHii77d Figure IV-72:TIN ReiiniMode I LiIfiYes No ?fbdbb 77esson ibr lesnenti introduced b teacher Nb N~hb Concep label rese~inted freuntNbg lb ~ lN 1171b Conce reltedf7 ito focusbofbn sltruct in fbgib N2 ThiN cedb tual1 7defiit ion solicibed N.EbI77EbbblbF diciintl ifferthptI n omn Nbbb tha 17,thmybrci ed by iilar.I Thisbmde clbdo. bu tiffereniabtin set. Ea1hseIbcntau ind, tw storiesbghichpresenthbsbcist3.uions. The/studeti ittrm- that b tINbbbbstore r xmles ofNthbNconcep7tbhe isl.rTingN2tNpy The stnt resondN s 7NbN tainbd how7thebbwd toiesbar diff-3. t Thestuentma alo - ased to INat 711 hetw7 soresar smiar As ws te cseit teaquifTNtonbhsebb hibd deofinqiy tece-pcd Oc h fu ifeetito et aeIeLusd h I 7YesIN No I ? Yes N oNb bbonetuai befintiobnbsoiited N 7 beviion ummariNedNN b hNr During thb range Nbb, suntbbblIbibnlboNestblhtIN 7NnbN bf This mbdebcblls for 7ou7 ifferntiaiobnNINt. Ebchslt InNinsbtwb stories, whibh rent socbbalsitt~ins. ThNI untibbis iformeb 1111tbl tb7tNNie7Nareexamples Illtbbbnpt INebNislarinigbtlba1171. TINeblbbudent epbnsby btatibg Ibb tIN tbb tbriNN Nrb bifNerNnt. ThN suntINImNy b a INNs bbe N NIN 1at 77owtIN tbb toresar smiar AN wabteNas tIwitN71 hNhNqbisitibb phasNs, thiN NbdiNobinq1u177 is teacher-paced. O7neIbbefoui iffbrbntiatioin stNsINaNvIbn be, tIN teacher Nbgib nNrevNeNtIN britibca linions Nn/brfbriterial attri- btNN f77thN bbbbept studbntsare Neanypiig lb Npply. ThlemntsNof tIerng777modbbbNrN7NeviewedbndsNibaNibzedfibblF7igurN IV-3. F igue1V-3: Nib RanigNNbbN I bibuNNI Yes IN LN~uibbI YeNbsbtlbNbdi? I-Con ebebl resented freunitly Cbncbptuai befiiiitinboiiteld (E F builbIng hernge ibbe, NtbdntbsbginbtlbestalishIteIlngeNio7 bisbcriintely diffbrebl phenomenblibthatlbmabbecgizbeb Nb similar. Thib bbbb calis foifoubifdiffereniaiobinNIet. E7171eNnainsbltwob stbrie,bwhichprenNtilNocilb ibuion. ThNIN nt bisbibforme 1111 billhbsbories areNexamples77fltheibbnpt lbhlbifling to 17727. Tbhelbtudefnt eponbb by stainibobibhlebt177stobies 1re bifferent. TIN studbbilma117so be INkeN tostateNhowIthbibostoriei arb im1 ~ilar. AN iNNsuNh7NNas11wibhth acqiitlinphases, 1111 17db ofifn1111177i teacher-paced. bnellhe iiurbifferentiatibnINes lvbeen Ibsed, IhN tbacher agan reiewsbbheINiilimeionbiibnib/orif fterialNttri- lbe777otIN ionceptIsuntsiareNlbNning1toap1771. TINebbelemnsif th rnge mode are revbbiewd n sbrNaibbdin igure IV-3. 7 igurb IV-3: TNibRngN Nbbe _______________________ I Yes Nb Dirnitin]r toue  78 77uri87 the generalizationmode of inquiry, the teacher continues 87 78res77crieria778t1rites78an777to help students determine8h7 the 7once78. T787m77777suggests a7777777777fourgeneralizationsets. Eachbgeneralization set contains8,h88e7tories. 7778 tory present an 77771l7 7fthe concept students a 177877ingto u 777nd7tudents are so 7nforme. Two o8788e77xa7lestress 7n7 of the critical di- menio8887 ritril tibt es of 7878, 7the concept. 787 third 7xa7717 stresses another dimensin or atri8bute 77 the 7oncept. Studens re spond by identifying 887 two common88x77177s777dby indicating how these two exa7pl7s differ7fr7m7t thi88r7. When the four generalization sets have bee8 marked, the teacher agai review thertica788771di- mensions or criterial ttributes 7or 887 7777778 students are earnig to appy7. Hene, t 87 important t87use7a78777787e7ra77ebof887edi- mesoso ttribeofonpt in developin7~y~g generalization 7787. This mo7de 87 71s7 teacher-paced; however, i8887lilbby to generate moediscussion than the 7reviobs 7bde. 887e7lements 77 the generali- bbbin moe ae reiewd and su 77ar bbd 7b igure78-4. Set 1--Common examp1es 8778887877 78 877877e enaiztio7777887877o7de 77 787ui77, 8th77each7778ntin77 87 str7777ri77r877871rib8te78878to7h778 tuden77ts determine 88 rage of henoenthtmy be categorized corretly as instances 77 887 7787778. 787 model 7777ge8ts7a78777787 77 7o77 generalization 7e87. 8778 generalization 778 contains three 78o7877. Each story present 78 77777787 the77cetb7s77tudts77are 77ar87i7877o87us7and students are so 87777777. 787 77 the 7xamp177 787777 one 77 887 77887771 di- me7si 778877878eialbttrbubtes 77 787 7777778. 777e78877d77777787 78777777 an78877 dimension 77 attribute 77 887 concept. 7878en87 7e- 77777 by identifying 887 877 comm77 77777877 and by 88787778777 877 these 877o77777177s787777r77777 887 88877. 7777 887 7777 77777718778877 7787 8777 8778 777877, 887 tea7her 77787n7778777s887e7criical77- 77778777 77777877871l 7887887877 777 887 7777778 78777787 7r7 1earni77 87 77777y. 7ence, 88 87 777778778 87 777 7 77771787 77777 77 887 78- mensions o7 7887887877 77 a conce88 87 7777177in7 generalization 7787. 7887777d78771778777877e-77777; 8777777, i888717i7178777777787t 7777787777787788777887777787777777od. Th87e78877t87o77887 7777771i- 778877 7777 77777787777d 7n7 7u77778777 88 787777 IV-4. 787777 IV-4: 787 77877aliza8877 7777 778 1--Common 77787177 8777887877 78878 77am717 78777777887877 78 777877 887 77877718778877 7877 77 887ui77, 887 8777877 778888777 88 787777778877878l 7887887877 7n7 87 8787 78777887 778777787 887 887 7777778. 787 77771 77777787 a 78887um 87 7777 77877788778878 7787. 777877877718778888778et 7788788788777e7877877. E77787877777777887 7777787778777e. T777777887 87777177 787777 787 o77887 7788877178- mensions 77 778877871 7887887877 77 887 7777778. 78, 881r7 7777787 78777777 7778877 78me8,878 77 788788787 77 887 7787778. 7877718, 77- 77787 by 87788877887 887 888 7om778 77777177 777 by indicati77 877 88777 877 77777177 787777 7787 887 88877. 7778 887 7777 778777li778878 7787 8777 8777 777877, 887 8777877 77787 77vie77 887 77188771 78- 87 7777p7y. 878777,88t1is7777778788 87 777 7 77777787 77777 77 88778- 788, 8777 8, 7177 87acher-paced; 8777777, 88 8s 118717 87 77877787 7877787777787788778887777788777777od. T787e71777887o77887 7787771i- 7788787777e77re777v7777d777d7787778777d88n787777e7N-4. 787777 77-8: 787 Gener718,7t877 8777 Generalization sets introduced by teacher I Third example differ87718877iated i Thr examle iffeentate i Thrdeaml dferniae i Set 7-77o7mo 7 exaples identified I ' Third ex le frentiated Critical dimensions and or criterial attri- ter. of uaa. uu.uucuuivub ana/or critierlai aLLri I I ' I 777887. 777 77778 77788 77877787 7777 77777i777, 7778 77 78878 8, 778177 7 7778778771 788778878." 7778 77 88777 777778777 77887887 88777 7777787887. 787 78778 777778788 8, a 78777 7777788877 7 777881 788778877. The second componet is a1list of comrehension question 77787777 87 8717 78877887 7777778777 887 777171 situation. 787 88877 777778778 8, 7 77778878 77877 777777887 88 wh878 78777887 7771788 877 887 7777778 777788787 88 887 78777 777871 788778877. 78777 7778877 comments about the analytical mode are warrante. First,bif all7fou 77887878771 7888788777 777 8777, 887 77718778878 77771 77778777 77- 7777877877l7 877 8878777887871 7778877 87 77777878. 777787, 7878 78877 7778717 77777778887877fie 78887 7778717 78777777887877 77787 87 7717877 777,e 777787l 77s87878778777f7i88 78877878778 a788177 differentiated 87787 777887. a7777771 n7877 7787777777778777, 77877788788 bue of 788on 7777p 778778777w 77778777788788 887777 78787.alt787787787,7878887s 77877777777888777777878h 788ce8877.d787e777787ll 78788p87i7g8878i77order to expl777788787 77787877 87e8717e78a77887s777777877f887 7778771e788778878. 787c8887 77777887n. The second1component i a list of compreh7n778,87u187ion 77787ned771 7888788787nt77u8777,t887 777718778878i77771o77778777h77- 777787778717 877ea8878777887878cc7778777o88h77771787. nt777x87,i7878 778 1--Co77on 777878e7 8777887877 Third exampledifferentiate Set2-Ccmmn xapls detiie 78877 7778717 78777777887877 78877377C7m17n78777778887877tified 77777r87d8778871m77,e777787ff 78877en87777a7788 778778778 8887 888 77 7777m7p8l8s7777d8e77178f7787 77787,78d7777x7788788777d7777877877,7778i7a787e8 77117 tica"78878771nsions878and 777r77 87,7 7777877a778788 88777 e78787,c7778787t7reviewed 7777b7teacher87 788r78878.e787a777787l7m8778 s7ude1878u77 7877778777878g77778878 77787877 87d8717i788778l7a777,8777n887t7inbord788778878.a787s88877 7vns 77788 mo7e7 77778877 g77e777777887e87r8787s78777787o7778788 87 7hree77887787888778e 877177777777877777877.ry p78778,877a7s7777 7778778878 7888788787 compone77,i887 77718778877p77781s77878777t77- 77778777877.78lp8tu7877788n87rs778777e 8ocia7178 ua.i777787, 87i7  79 stubents have yespondd borrectly to the exerciesypreseted bn this mode, theyy summarize thy byfinition of the concept, itcluiniyits critcal Cimensionsyyr yteriah yttributes. This definition may di- verge from the defintiotntwith yhich the teacher launched the acqui- sition phase. The dyfinition gnerated by ytudents to be b ebyaluated~ in termsyofthe yocial yituationsys anyzeyyd, butt tyecessarilyby strittaccordbyncy tith the original definition yresented. Third, students ima y b ivided hnto yyyll groypy of fit-seven wiyth yach group ybnalynosituaytbionbayd then reporting its findings to the totay classroombgrou. Ths analytical mode isreiewd and summa- rized in Figure yV-5. Figure IV-5: Thy AnaytyicalMod Sbittin d-C o993ry99771iid bti naty lyyyedyiyytTyyyyyyyyhbtbyy Situaqbyy tobyn byyyby y yythTybyyp hy yyey Aybnyayyyt l y zedt~jy b yi 7iytyty. i h Siyhytua~yyiytio -Cmrhydyt h byytbigybbb yyAnaylytyy yzedyyyt, h yyy ybytyib y Syibb.ytuatl yCophtygyyyyyyybybyhythytyt dAtnyaylykyyyyzedyyyyyyy iyyy~yyyb yt ormtahtlbdefiynihttion f yayed bytyenytysyyyy, h Turintht conthyidtotyd, Th yehyyreviewthyoyyyydts have acyyiyyd yyybeguhlarinCtous tyyonepyb-eb.ahe ganeltstecneyoty heidea Thy y oyyhidyttyy trutony f h tece ned ocniu h td ftecnetuingyyyerysyyydi - za yyyyyyvitesyyy.,yylu yyb t, heyeacerindcyyy hisin Cenyiyn.I T ten tytytcl igrmakt reqit iila o eintro dutoyyyymayky yydeydibtye yyisotb odyty ivn yt inreaeyy 79 stdtsbybyhavy ryyyondedyoyyectly to the yyyrciyyy pyyyyytyd by thiy yydy, they yumyyyizy the dyfinition Cf the concet, including ity byiticyl dimensyonsyobybybtybty yttibuhtyy. Thibydbyynitttybmyybi- vergy fyty thy byfinitioyntwith yhich thy tyyyhyy byunyhyb the ybqbi- ysiton hyyy. The bfbtion bynyryted by sbtuden b istby yvayutey by term tofthe social ituationy ab analyzed, hbt bbt necesaryyy iyb tyict accordancey with the triyityl Cyfiniionybpreyyytey. Third, grobbanyzying yty ituation atb then yeyortingytsbindhyings tt the tttal clasyrooy gybup. Thiy analytical mode y by vieyejyyyy suyma rizyd by Tiguye 77-5. Fiytyy IV-5: Thy Anayticyb Tode ituaioyb --C yyrhyybyb Analyzed Sitaton2-C yyybede bt Atntbyyyyiyzedybhtyhyyyyyhyyyyy y ring ytheitiyysolidayion yhodey th tch beviewyy t denytby againyrelatesbthe yoncet tothe yieyr i dy. insyrucyinyyIfyyh ytdynt knyylydgy aybykilbl, the yoyyolidtioynyyody by, hbbbverbthe moeiypoytant yy thb twb yodyy. Thy elements tf bhb yonyobidytion Figure ii-AbThe Coyyolidytiony Myby hyyyyonyhyyoyyr yity yy to yimulytioys 79 ytudetts hyveyryyyoned yorrecy tibthe yxyrciyyy yresented by thiy mode, they yuyyarizy the byfiyitionyotythe concept, iuinyg ity tyiticayb imeniony oryy i teryy~yjia ttyibutey. Thiysbyefiiton mayCi- vyygy Cyoy the CyfinitioynTwth icthebhteayyyeyyiaunchyb bhe acqui- yition yhyyy. Thy dyfiityonyyenertedb yyyyyby sudntst by bvaluated bytrm tyty y he yociyayituations as analyzedb t t necessarlyyinb ytyictbayyyyyayyyywth b e b i naytbdefyinitbyb yyyyyntyd. Third, ytdtsbybmay y b ivyidyd finyoyymalgrobps by Tivy-to-yyvynyyith Tych yrotp yyalyiny yny yituationy ynyCtheytrpoinbg it, Cininbgsby bib total clayyyoomygroy. Thisyanalytica debisyreviewed and summa- riyyeby iyyyygre77-5. Fbyyyy IV-5: The Anyicalode yb S ituatibtyb--C yyhyydyb Situatioy 3--C yyrhyydyb Anyalyze bhavebycqbired ynd begtunbyeabrinb yyysebhe yonceyt. bib teachbr ayabn rylatyy the yoncept titbhe ideby t oiyycCfinytrbction. yy bhe teacher intyndy by yytinue thyeytdy tbthy tyncept byby pyersonai- yatbon aytbvitbyy, iby., vaue yhyyty, th tyyyhyy indbyytyy bhib, by- tytioby. yy yeteral, ctoinbbyemyyyyyryyyuitTeyhymiya tothbintryt- buctoy eyyayysymydeyduriny the yyvisioy bydy. bbvyy by bncyyayy by ytudynt knyybedyy anb skill, the yonyoibdytion yydy by, hyyyvyr, bt moeimporbytbyyf ithe twomdys. The eymeyyyy tyhcbb nyyyidiob Fbyure 7V-6: Thy CynsylibdatbonMody cubbyoyyinytyuction Leyyyyycybyyryypoinsybyt imuyionytsy  80 Ilus~trative stodoot activities for the 0ifferetiton, genera.- Botio, aod analticalooOmodes of toncept oaplictionoreprovidd on the follooiog pages. These oaterials ore org nd and sequenced they aepresented to otdents. 080reader ooy oish to review his definition of power ond fespond to tho student exercises itoroder to increase 8is understanding of tho ski00s demanded by each of 08ese Otiretoo TwooottoriesBooeOfresen00d001lo. Both ooe Bxamples of power. 0008 the too stiescarfuflly. DecidBeto thes toBxaples Bof pBoe a different. Many ffoegners tove boe ov00n00 tttoertioaea Bf Cott o ic. Theoreidt ofBOthese re BobeO. T080Pesidtdo OOota Oica OBs had newOtaxlaws0passe. A a resut, Cot Ricahas beomeool0000at- tractito ffoegners. Fewerf foegnersare ovintgttBOootOic. ThbopleBof Ouatemala are pr oOd of teir 0n00a0beritage. TbB BitOzensof Ouatemala.BrelsoBBoried.ToBo Bany tre-oombian arti- facts arebeing smuggeotof theB outy. tttfodrto dealBith this problem, t080NatonBBOHist~oy Mtseuo f 0u00emala too OrBatBO B BeOOedalfor the overfnmeBnt. ThBeBOedaltoisgiBeOtotBoe BitiBeB who tftorn Ofpr-Coobtan ortifacts. Both Otories areexampleso fpoBBer. I00eBootanceBB, thObe0- booior of teople to tofluenced. tow oesoo he08 eonBBOory tifferfrNom the first BtoBry? 00IT to Oproe utilttruteto Bd0oBsoby youo teacher. 001ustrattiv Ostuden t tiviBiOsfofte differentititon, e0000001- tBatttB, a00 analytical modes f BBonp pctio00BoB Bre proidd on the folloog ages. These ooterials 0r0 orgaBiBed 000 000000000 00 they are presented to students. The feader Bay 0is8 tB oOevBewbho defintion o~f poerandreondBBtothe s0000000exercisesiordr to oocroaso bio onderstanding of 080e000illsOoooonddby 0008 of thoso DirecoN tin ofsoies000eOfreseted 80000. Both 0r0 00000000 of power. Read theoto tories carfullOy. Decidetow0008s0 to xooples of powerf orotifferent. Many foretgnersoh8000eenooovn000iOto cetaitotorefaBof tosta Otto. Tho residents of these oreao object. T80 Prestdent of tosto 0000 boo hadonewtax lawspassed. Aoooreslt,00Cost Rcahasobeome lessot- trativ to ftoreigner. Feworfoeiger a o vinotgto Cotaioa. 080 peoplbeof Ouatemaloa000e fod f their OndiaB bofitage. 080 citzensOof Gutemt l00000800sowoid. Ttooaytpre-Col~obian0r00- 0000s 000808g smugled ot of 080 0000000. Oordr toodeaottit 0800 problem, 080eBototn0a0l ooooofistoooyMuem Ofutea O a ceted noo oodal fof 080 government. 080 oedal to 00000 to 000ose OOiizBn 080ho toinpre-olmbian0artifacts. Both sories arefOe0000l000of power. lo 0ath intantce0,tho 0e- havior of pooplo to iofluenced. HoB oe000h080e0o000s00000differfrNom tho first story? oAT to proceed 0n001 tnstructed to 00oso by your teacher. to Illustrative 00t0dnt 0000000000 f Of 080differentiton, e0 totofl- 8000000, 000d00000y0i00l 00000 of c0000000a0pl01000000a000poviOded o 080 follooiog 0ag00. 00e00 Oateria8080reorganized and 00se0ue00e00a0 they 000 presented to 00000000. 080 feadef oay 0008s00to reviewhi definititoof power a000resondotto t080s0000000exercises0itorder fto increase 800 0000r000000n0 of 080 080ll0 0em00000 by 0ac8 of 08000 Directions: TNo stories Ore tresented boelow. 0008 000 eBample0of poe. Read the000totoisooffoy. Decidohow thes 0wo 000mp000 of powerf 0r0different. Many fforeigners 8000 boe ov00000oOer~tain 00000of 00000 0000. Theoooidntotf these reaobjet. TheoPfesidnt of Cototttobha 800000000 to orenr. Fewerforeignes arotoving8008o0o8000i 00- 080 00op10 of G0000ma010a000poudBOof their 000000 beritaoge. 080 citizens of 0000t0010a000r 00lsooried. Too 0000 pre-olombia8n0arti- focts 000 80000 oouogled oOtof 080 0000000. 00O orderto 0000 0i08 0800 pr~obe, t080N00000001H00000000000u0 of Oootooolaoh800created ooo oodol foo 080 0000000000. 080 00001 ts 00v00 to 08000 00000000 08ho tnit pre-olombia80artifacts. 0008 sttfoiesfare exampleof oe. to 0008 instanceo 080 bo- haoioof people to influenced. tow oesoo he080 ood otoy difforfrom0 080 fifr00 000ff? oooot tood 00000 0ns0ruc0e0 to 00 00 by your teacher.  them carefully. Decide 11o1these two examples If po1w owe.A government spksma elined Wthat the ma1wa1 supected If smugglng drugs. "His continued presence in ou 1coutry as athreat to devlo~ping friendshipswith thhetrffations1. 11 hope otherswh1o1mali Three years ago, Wr. 1aim1 111111W gaduated frommedicali chool. Atonce, hellwt th prvince t pratice mdicine. Atlastitwo yeas f such servfice arefrqired f llrecent graduates. HW had always 1re11e1 If thetime when he light bIla member f IfhIlstaff If standing wrk inproniflal dicine, he 1a1 1sked to join thel taff If thehospita1 l lted ±n Asuncion. Woth 1storiel are examplsIfIlofpoe. In 111chinstance, the be- haior f afpersonlis 1inflenced. Iow does the second storf differ WAIT to proceed 111t1l ntructed to do so by four teacher. Directions: The two stories that follow afe exampls If power. Well 1hem carefuly~. 1e1ide how these two exampls If po1w to developing friendships with other nations. 1e hope others 1ho lay Three years ago, If. Jaime Velasco graduated from medicalschool. At o11e, he w1111tothelprovinces topracticemedicine. At 11111 two years of suhsfervice ar reqired of illlrecet graduates. Heh11 always dfeamed If the1t1me1wh1en1he might be a membf If the staff If stanig worlf oi nal me~icine,11111aslaskedto jointhe 111ff If 1t1hehil 1oca1e1 inAuncin. hvior If aIeroiifl~ 1Plenced. How 1oes thle se1on1 s11ff diffef WAIT to proceed until instWucted to do so by your teachef. 81 Difections: PhI Ill stories tilt folhlow 1r1exampls If po1w. Wead smuggllWingrgs. "His Wontinued ff111111 1n 1ur Wountff 1a1 1 threa11 to devloiffng frieidships withthe1r11W1tions1. We hope 1thers1wh1o11mal Thee years ago, Dp. Jaimell P1111WraduatedI f11o111111al shool. Attnce, he wnt tth prvi ceslt prictice meicine. AtlasttwI yearsof such service arerqul~ie fhafll rcet gradute. 111ha1 always dreamed If the ime w111hen elight be a memberIf 1111 111ff gf thI bell hsifl in11Asuncion. Last 1ee1, as 1 Pesul1 If hi, Ill- 111111ing wrkin provincil lediciWe, heIwaIIased to Iinthe111s11ff WAIT to ff1111ee11111il stted to IIIIsoIbp flur teacher.  82 Direc2tions:Tw222vents represente2d2.e1ow. Each event 2.2 22 2x22p1 of power. Study 2e22. story. 2Decide 2.o2these twoex amples o2f power aredifferet. Torrentia21 rains peleutad 228221Este three 22e2.2 ag2. A1are sut, 2two hun8dred 22omes losttheir2 telephone service. Repairs 2.ave 22o8 8egun. 02u8222ers2haverebelled. They 2.ave told 82.2 elephone2 compan.y, "22.22. 82.2telephones wor2k, 22e8will pay 2u2 bll. 2N82.- fore." The2 telphncop any has2. nnounc8dplans to 8egin2repair. Te brrio-- a muhr2oin2.vllag of he poo recetlyarrivd from 2ura1 areas -- 2.a8 bcae ablight 22 the frin2ges o22a8beatiful capital city. 2arious22thodhad d 2.8 enggt8ied28to 2.altits growt2h -- with litle 2uccess. Last September, 22212222 2alled 2 generalstrike2. Durin2g this time o22 confusion, the Army 2222.t troops1int2thg .212lge. remove2d. 2.2 on2 knows an1ythin2g 22.o2t hat happened to them. 2222so.2 who l12.v2 2.2the2 barrio.2have22e2. 2or28o22this e2ven8 8222embers22of.their Both 282o2.22 2r2 examples of power. 12n2222. instance, the be- havior of perso2ns2.2s influenced. How dl82.2 2.22s2822.22 2if2222 22AIT2.2 2r222ed222ntil 2nstructe.d t82do2s22by yo221teache. 82 Directions: Tw222 222n2.2a212presented22belo.2. a2222e22222.2.2a22 2x2.2pl 22 owe. 22.udy 2e22. 28222. 2222.222.22thes2e2.22 22- 22o2282.21222.22 pelte2d P22t821e2282t82.222e22222s222. 12 2 2e- 2212., 822o2.un2re8 2.m2221228 82.22.2e821ho2.222r22 c.22.Repairs h2.22 2222222, "Wh22n82.22.22.2ph22222 22rk, 22 wi11 p22 221bil2.2.12. t22.2.- 222." 22.2 2.21ph2.222company 2.22 2.22222228plans2t82b8222.2e2ai2.2.2 The barrio --2,a mushrooming illag ofthe poor recetly arrived 2222m2rural 2r222 -- 2.28 2.2o222a 2.light8o22t2.2 2282222 222 2.2222tif21 22pita821it.g.. r2212s22e2282282h2.282.222t82228 2.2h2218 2.2. 222282.-- A 2222.22 22 222222n 212h12.ived2.2 2.2e2.arrio2w2222placed8 2.2t822222a22 2222228. 2.2 222 122222 anythitg 22.222.w22.2h82.2.222228 82e8.2. e222222 282.2 2.2proceed 2282.1 2.s28u22.28t82d82s22by yo221ea822.2.. 82 Directions222 Tw2.2e2e2282a212presente2d b2.2122.. 2.22.t2228 2.2 2 x22222 2f powe. 2Study each so. Dec2222.822.2 h82.2228 22- 22222282.21 2a2.22pelted Puta 221l222.2 2.r22 2222.2ago. 12 2 22- 2218, 2.22 2undre2d2.o2e2 1228 .2h2i.2telphon22 service. 2.epairs 2.222 228t8begn. 282822222r2.2a2e222.2112.d 22.2ey2.2v2 8218 82.2telephone company, "2222n82.2 821222.2222 2222, 22ewil1 2a2 221bil. Not 22b2.- 222." 22.2 82le2h2.22.2 mpan2. ha2 2.n2o222222228 n1 to82e2.2222p22r2.2 22pita821i22.2. r212.22 methods 2.28 2.22. 822.22t2o2.218 2.82growth -- .82. 2.2.8812s222222. Last September, w22212222a221128 2en2222221 r22.212 22212.22t82.2.2i222o22 2222222.2, 2.2.2Army 222.8 2.222ps2.22.2t8.2 22.1122. A 2222.22 22 2222222s22.2 2ive8 in 8h.22.arri2.2er2 21a222d1in82222.2 22. 2222228. 2.2 222 112222222.2.2.2g 2b.222wh22.22.p2222d2to2.2e8.2. e222222 2.282.s28222.22a212example.2o22p22er. 22n2222. 2.2.28222, 82.2 2.2 2.2112 22 persons 2.2 2122u22228. 222w82o2.2.2t82228222.22 82.2222 WAT toproceed 82.2. instr22.22 to2d82so8y yourt2.2222.2  Differentiaio Mode:P±air4 Direction: Twomor storiesarepinted 1e1ow. 1ac1 1tory iaex amleof power. Study ea11 story. Then 1ecid1 how Ihe tw 17 tori11 es11are7 difet.1 11 I 1 l1 117 11 ±71IlyAUPI ly 1117 177 71tA117 Ta A 1efued lo drve his rduceltruc 117ecause Aembrsip Ae Aopa- lThe fal game If thprl itcial soccer campionhipi ob Allaye tisaenon i arez Stadium. TAebAlcld lof VillpMari forai membersloflila M IAPI ia II.occr Iamlhey rlives, an. WAIT to proceed 1until 11s1ruc1e1 to do so by your 1eacher. Ditionsll1 Two1more1stoies areprinted 1e1ow. Eachstory isanexI- ampleof power. Sludy e1111story. TAen dec±de how the tiv1hall saidtley wAll pay lnly onllhundred1soles for the11ervic. Gonzalez1has 1refusedIto11rive1untl1embers fIAhelCoperative change ThA Pa~l 1am1 of Ihe;poiia 1l sce hampionship i±±tA A playdtis111 ternoonlllnAJuarez Staium~. TheAlcAAA of i1111 aia{ theip Priend1 -- 11 lhey wA±1h± provicial Ihampionship. Both1 Istories1 aeexle IIApower±1. IAbtl ases11 1111erso IT to proceed until instructed to do so by your 1eacher. Differentiaion IMode:yPr4 Ditlions: Two more stories 1r1 printed 1elow. E1111story isan ex1- am~ple ofpower. Sludy 1111 11ory. Then dec11ide±w1th tille1111v11±aiIthy All p ay ny Ill hundred soles Pop tIe 1er1ice. 11111711 Iasrefused to div1±1ntil1±em111r111fIth111ooperative 111ng1 iTle11±al1g11eIIf1the5povincial s1cce11championsip is II 1± playe11t111afternoon11n Jarez Stadliuml. The 1111711 of lila11ar1 PIP all 1em1111 If Viha l 15' 11oc1e1 11a1, theirreliatives, Ia their 1111111 -- i11t1111wAl 1he provincia l ampionship. 1oth stories are 1xamp111 of power. In 1ot1 11111, 1 person WAIT to proceed 1ntil instructed II II so by your 1111h11.  Direions:b1 Thee storisrepesented below. All areexapls of pwer in that thibe bbehav 211Wior oeprosibeing in- fluenced by Ithrs. Tib of the stories arevey 1i11112. Thse bib storiisar bmrkd withbapill 11g1 (+). One of tbe storiesis ite11different fromthe fittwo~. ThUillory imked iwihb zeo(0). Read the stories caeuly hen yubreto a1s1e2the qesti t + 1Garciitheioverser 12or2alare libunil. Last year the crops were vely god d hl is ower aveW im bh bonls. Ie be- lieves by hi iorks 1ve5 bardr, btiyear hbisiiewrd All hi geater. + Ramon nd his family areenjying along weekendat thbeah. Ramn s nbexcellent record as abhad okerin asuga factory. In recogition by bhis, thie1government bas giveb 111 S aation witb all epnss idb. o0 Li is havinbg abhardiweeken. hi day iht. Jal cels ar not comfbrtbe. Hbibas along recod obeinglte forwor. lb his scounty, to bi lb time 1for1worki oilanbd begl duty. All theitis arelexampls of power. Nevrtlssthe third silly difers from tbe irst11two. 1. HIwaretbeifirst bib stori alikue _________ 2. bow Iles the third story differ fro thblirbst tilo? __ WAIT to poceed Intil instructed to do so by your tbabbey. Dbiretions: TbreeIbtois ayepesetebelo1w. All are exalesblio power in bthatbthebaior of IIsome1persnisIibeinin - fluence1 by ltbers. Ill Al ibe stoiesilireveryiiilar. Thse btwoiblbtor ies lake ithb ayls ibgb(+). Ine o2 bbe storiesiqlie bfferenbt fo he bbir+st bwo. Tbhi sboyi s mad with b zeI o(). Rbillheibtib esl c1areflly. Tbis yulareto lb seibtheqesionsbthbbt +___ IbelCIis bbhe1o1ers11r for b 112g1 btibsil.iLasb y112 bbi crops 11er1 lily glibdsadbbs owner g bbl him Ibu. I be- lievesby if he11orks1evenbharde, tibiyar bib s rwardwill be Ramon1hbss lb excellentrbcrdibbhad Iioker iinlabb5ugar facbory. l Inbecgitbibn fAlib, ibi gbvernmeni has gilbnbhi a vcaiowth alb bl penses iaid. S Lis s bbig abhard1weeken. ibi day bs bot. Jail libb e bob bomfortable. HIihbsiablbug record If beibng labi for1ork. lbnbicobnbry, lbbi be ntie forrk iAbs aboball dlebgl duby. AUl tbe stoibsiareeximles ofAlpower. Nevetbhel11h tibd sibby dbfferlsfrll ibi fbfit bib. 2. HI dis lhi ibirdbblstily dbffer fromIbi fist bio?__ WAIT bI proceeunt bi instrucbed lb do lb by your beacber. Generalizabbbionde? bib 1 bbiretbbios blees toris12represented below. All abliexalesbioW 1poweri tbbt bbibeiorblfAlomepersonsbis bingbinb- flenbedby obbers. bibwoIobbihetoris irelily similarb. Tbeseitillstoiesi remaikel with apusib W1gb (+). Ill Al the storiesis iteildifferent from ibi filsb bib. Tis lilryi s markd Awibh 1 1112(I). Rbillthibitoisl claflly. Tbil you Ill to answer the qesiotns thibs + Garcia is tbi 1111s11r for 1a11a11elltibdldlb. Lastl 2111 tb brops11e1e11ery Ibod lnd is 2wner ball bimi i bnus. Ii li- 11121vbyi iflb 1211 ben1hader, Ibhiyear bi 111121 ill bi fabtory. In recognition WofIbhi, Ibigovernment bbs ilsnbi alaibolbbitb Ill 1x11111es ad. 0 11uisisbllavsgbliad 1212111. 111 Isy is bot. Jail lils 121 no1 bomfbrtable. Ii has long111 ec12r11ofbuig Iabi fbr 1212. Ins bsuntriy, to hi lb thuime fr1212 b socl~ial a21 egal duby. All thbsties are 12 xa1pl2e11oAlpbwer. Nevrtlesbli he11t11r1 lillyd1111111fromlshbbir1111t1o. . bow does t111tirdlsilly d112111romthe 111 r1151tw?___ WAIT tlbpoceeunt1211ilitbuctd lb do lb byyour12tbacbbr.  2222anc, h2ma22behavior2is influencd. Two 22 the 2toris2a2 eqite 22211ar. T2e222a 222222ed2wih a22lu 2222 (+). 222 third story 22 different fro2 the first two stories. 2222 third story i22mrke2222 t 2222 ro(0). Study the stories carefully. A2222 studying them, ase the two questions that 221122. " This 22rn222 Pepito mad±2a222d2mitake. Although 22 12ew 222 couin 222e omngtovisit, 22 stayed away 2r22 2222 2nd played wi22 hsfien2ds2. 22enhis father 22222 22 this 22 told Pepito 2222 222re wou1± 22 no ±icke2 fo2 th2e2222t2soccer22a2. Pepito intends to 22222222 hi2 family respnsibilities next + Th direcort he 22 tele2v2sio222station failed to interpret the r22222 c222 2'tt 2222or2.n22to the poi2nt22f±2iew 22 222 2e2 government. He did this despite the 2act that leading 2am21222 22 the nation support ±22 2222g. The new director, it 2, 2e- government 22 his country. 22 says, '2 22 22c22." 22 expects to 222p 2i2 job. 1. The 2222± ±22 2ve2±2 222 qui±2 2222122. 222 222 they 22±k22 2.Th t22hird event isdiffeent rmt hefirst2two2. H2222222 2212 ±2 proceed 22221 2222222222 ±2 22 22 by 2222 2222222. 212±2222,h22222be222222222 ±2±1u22222. 222o22f2.22 s±22222 222 ±22±2 2222122. 22222e222e2221222 2i22 2 pl±s 2ign (+). 222 22±2± 2±222 22 different 2222 ±22 2222± ±22 2222222. T22, ±2222 2±2y 22 m222222wth 2 22r2 (0). Study t±22s2±2i222ar22u2 l. A±2222s2222i2g±222, 222w22 "2.. hi. 22r,2222222p22 o±2m2222a2bad 2i222±2. A2thou2h22e 2222 2i playe2 with 2is 2222222. 2222 222 22±222 22222 22 ±222 22 2212 22e222o2222t there22222d22e22o±1222et222r222e222±t222222r2222. Pepito i2±2222 ±2 22222222 22s 22221y responsibilities 1222 22 ±22 222222 22pp222 ±22 222222. 222 222 22222222, 22 2, 22- 12222, 2211 22 2 wis22 222. 2 Dom2Joao222±222, e22t±2222212222din2222z1li222222s2a22, g222222222 22 22, 2222222. 22 222s, "2 22 22222." 22 2222222 1. 222 22222 222 222222 222 ±2222 2222122. 222 222 ±222 212222 2. Th third evet2is diffeent2from2te first tw. H2222222 22IT 22 2222222 until instructed 22 22 22 by 2222 2222222. 85 22222222, 22222 22222222 i, inf1uence2. 222 22 222 2222i22 222 ±uit2 simi1ar. 22222 222 222222 2222 2 plus s222 (2). 22, 22222 story 22 222222222 2222 ±22 22222 222 2222222. 222, 22222 22222 22 222222 2222 a 2222 (0). 2222y 222 2222222 222222112. 22222 2222y222 2222, 222222 " Thi22,m2222222P22it22m2222a2b222mista22. 22222222 he 2222 22, 22±22222222222±22ng22o±222±, 2,e22tay2d22222 from 2222 222 played 2222 22, 2222222. 2222 2i, 222222 22222 22 222, he 2212 2P2222o22n2±nds22o22222222r222sfamiy 222p222±22122222 2222 22f222e222222n22222222 22, 222222. 22, 222 2±222222, i22s 2 e g222222222 22 22, 2222222. He 2ay2, "I 22 222222." 2, 2222222 22 2222 hii,(22. 2222h22f222ese2events 22 22 2x2mp12 22 power. 1. 222 22222 222 222222 222 ±2222 2im±1ar. 222 2r2 they 2l22e? 2. T22222222 22222 22 222222222fr222222222222222. H2222222 222222222221f222222222ent?222222  86 Genrizaiition Mde: Set 3 Dietions:Three political incidents redescribed below. Poer i qite similar and are marked8wth apus sign(+). bid and different incident is mard with azeo(0). Study th three deisiptionscarefully. + FyearsEtruksfrom ElSadvador have ud roaE ~bds o da. Seen years Ego, tensions betweenithe goeren~Ets of El Salvador anid Honduras inceasEed tothedpinit f war. bfficials f Hndurashve ttdtht trucksfroEhSalvdormay not seHonEduranbrod util differencesbe tween the twE nations + Bliia, hElad-hloced ounty, bas hid acsbt eapdortsb truh Child.Recedntly, Boliiaipoed a high Eimpbrt tdb lb Blii, fElithe tbmbeing, maylot hae aces itChilean, o The gernmbentb ofPanmahid been attempting texpd i ts fisidbg industry. Recently, ian Edian tuna fleet teed waer lied ~Eby iPanam.. A Panamanian gunbboatfid dupnn Ecuadorian tuniaddhi, inking it. The Ether dhips idit the The twoicidents markdith a lusd ig requite dimilar,. Explain bEw they adidalike.______ ____________ WAdIT roedE ibihidiintuedtdodsobby yourteacher. 86 GeneraizatdiinEbde: Seb 3 Dirionsi :Theie politicadincdiidsaedescribed below. Powerisi qbuiedimilariad e mrd i wE ill pEud sign (+). One and different incident is darked with a is(0). biudy the thredescripions caefuidly. + For years rucksfrogE1 Salvdor haeusd rodsddinHondra. ofiHondras hae stadididhat bibbks fry El dlva~dormady Eot sebHoduradiroadddgntil diffdeecbebtwietihe iwo bationd + Blivia, aland-hledbountry, bas had dccess lb ieaportd through Child. Recently, Bolivia imposdddd high ihtibxi oE coppe ie~d in Child. Childenbifibiald hae dadnoubcd ihab Eglivia, Efoilthetie being, may Ebb hae acess dtlbChileaE 0 The goernmeddtbbyfEdPdan bEmha, Ehas ibee tepig to expad iis fishig industryp. idebcly, ai Ecgbdoiadnbtid flielunedd waeridilaimeddby Panama. AEPnamaiangboatbireddipoddin EEcEuaddo brdiatu hi, Einking it. The bther dhipsledit bhd watedcieddbydPanama. The bEwoicdb di uidsmakddih dlu ignbre Eitd dimildr. Exildin how ihdy ird blike.____ ____________ bAIT lb proceed intil instructd tob d soby your teacher. 86 Generalizationl MEd e dt 3 Directibnsd Three ioliticaI liids didescribed dlod. Pobedis quitd didildi ind didemadd bEith E ilus digb (+).Ole ad diifdret inbidet idmarkddwthiddzeb(). btudy the threidesdcritions iardfbldy. + Fib earsdrucksfromdEl Slvadr hviisddidsdigbonduras. Seven yearsdgo, tensionsbetween th govdqermets f El SadorddbndiHduradsdincraddddtbth pit of war. lfficiald di Hondurabd hadvidistdatbbd t csfibS E1lva~dob ddy Ebb uei Hodn dur od niiiddiidIidine btenthe tEE Etiobd + Bbliviaalad-locked countiy, hb d EEcdsbddtlbsddportd through Child. idbeitly, Boliia ibpbybddadhigh impbrt idE Eb copped inebd in Child. Chilean oficidld hdve dnnouncid1hab Blivid, fbi thd time Ieing, bay bot have dccddd lb Childan 0 Thd goerdiendt di CdndEE hbdsbb e ttiding lboeipd ditd fidhig idudtiy. idedildy, an Ecuadoriaintund flddt edbd waeridilimddby Paiama. A8Paiadaian bgunboadireihdpoibin EcuadriaintEnd dhiid dinking it. Tedothdripbiid1861the Thetdincbiddntddmrdddithailud dign drd quitddsimildr. Explain bEE ihdy didedal._________________ WAIT lb proceed intil iintuctd itod doby your teacher.  Gietions:Three idociaitutosae rsne elwInec simiar. Ths, two s tihiituainsae iakdwihth aplt, sign (+). ihe third uexample if power is different from tefirstitwoi. Thu is exaple i istared wth a er i(). Stdth thrtftsitutionst. Then fespnd ti thieiqustin + Clovis, nOtitti Indiait girl, hi, hlped hermiithercaiptwoot alltieek. A shetidproisd bforethe wek bga, Cuii'u grandiither hi, presenited hr itnewtwiter. Coviihad id- miredthe sweater, ev tibfore it was fiished. his wap up theimountinside. Gonzalo knowshe ilflfieceiv fini pesetti froimiihis util. ifter ilt, itile hisutlehi, beenawa, hehasilkeudthe got hed veyday. tistiucletii itlwiyi giveinhi presents ihei he ha, dorkedthuiiwy. seited himiaisoccer ball asiaigift. H was soHexited hi forgot hi do isihioifs. i iiili tiltdtii, "Yoiupant platitHh the soiief till dig iii iiiiii" (ftr one week). Tti tii iitiiiiaition akd ithi i tiutisigi ti).ifi tith imt~ia ixiipliu if pitir. ioi iri they aikeu_____________ Tie thirt iituatii isquteudiffireit fromi the firsttwii. dow is it Hdiffer ttuenttt? h i ippifiihf 87 irecitions: ihreiisocialituhitiini ifi presentid btiou. It iiih iitiitiii, i person ittemptsiohinifliieincetibhifiof if itother person. wiiif theihhitatispriiented ariite similaf. ihieseiii iitutionsii reii arki d iii t i plt, sign (i). Thi thifd ixampli if poeitifiidiffegiit frii the fifuttwoi. Thuiiixipleii i rkiif it htaiziifi(i). Studf thu thhfeiituitiiis. Theu fispond i t tquiitioii + Clovi, in itavalg Idianiigift, hi, hilped hug iothif iift iool ill iiik. Ai uhi hid pfomid tefif, thu ieei tugan, itiui'i gfandmherifhi, pfiseitid hug i nei iwiitif.Ctoviuhit id- irfedthi swiitif, ivei tifore it iai finiiuhed. + Giiiito+aniusilyiiiits auvisit ffromhiulho is mainig his iupuphhimunhtinsiidu. Ginzaituiioiihwiltfecivei fifiniuesits ffoihi, iiili. Aftif iii, uhili hi, iicle hi, ieeniawayfit hidsfumiehe i ot hehieveftidathuHit.nce a awiyi ive'iiidiresints iiinihiiiaiworid thuis iiiay fi seiitdhhiiiiiifcertilt ii i dift. di iai ii exiited hi fofgoi hi di hi, ihofes. Hi, unciptoid him, "Youiiay hit playith thi iiiiif tillt fi iiuiuiiuan" (foru ii iiik). ihhe w iutionsiimrked ith i phu in iiii hihifi teiiai ixapes ofipowif. Hiiiarithy aiket__ _ __ _ __ _ _ Tiethiftsitutiontis hiuitt, diffifetffom thief f ittwii. Ho WAI-T hi proceun ut iistucted hi doisoibyyopur teacher. H7 GenritiiiMHde: Hit 4 Dificthiois:Tfreesocil ituiiiiii refiprfieitid tilow. Iniach inoheifpifioH. iii if the iititinsipfisintdifr itet simuif. Tiiietwiiiutiongiifeimiifed ihtaipiu, sitt (+). Tiethifd exifple iffiiowfrhis ifferent from tiefirsttwii. Thui iiapleismaiifed ith i Hifi (0). Std ttyithref ittionis.Thunfiupondhi t tii utini + iClovis, aiituft-oindutun ii, hi, helpid hiirimotifr caft iii ill iiek. Ai it, hit proimid tefofi thi iiet tigit, ihidhi', gfandmoheifhi, pfieientdhef H iei iiiitif. Ctovushid it- imid ihi iiiatif, uvet tuforeiiit w inished. + Gonzlo aniiusiiyiipuit isiit frouhiitucteihismingu hiswaipip theiiiuitiideit. tonzaloknoisheuiillf eivei fit, prisenti ffom hi, uncte. iftef itt, ihiliethit ulhi, eeiiiwiy, hi hsii ketu thegithfdfvefd. iuncliiti, iwiip ivenfuthit pfeients ihit hi hiiofked tthip a. 0 tiuuli, udouii, Huuti, iai huiteiexcitdihit hisuftepfi- iented hit iisoccef till ii i gift. Hi wassoiixitehd hi fofgot hi di hi, ihifes. Hiucetioitihim, "fit tip Hit play ipHth thu iicciifbail pif ifi iuuuii" (fii oniiweut). ihetiwoi iitiations ifked iuth a pluttsign ().uf, hutsigtilif iexaupli, if piwer. dow iri thip aiku______________ Th ird spiiit utit iuite ifferhitdiroi thefir tutwof.Ho  AnalytialMitt: Conttextl Situation 1 (La Rents) Diectis: Blw, you will find astory sbout aLintsAerica wma entitled "La Rents." Read titetsty cartilly. fhen you aretotspond tothe qestios ansdtreaction uiidett Is orderto titicipate i a spcial program frU.S. students, you avbi eeit spnding tesmmrin Ganajuato. fhe inly way you ca sffortSisenS the whiletumerin Ganajuat is that atwelthy auttwho nit livts in Nit York, bit whoonclived in Latin America, has given you buthusa itolar. Eesi t th its ift, yu mst lotge insaboatinig hius. Becaus tis sexeniv, youiannts ford to ivet the gan tlCsanovas. owever, yu annt esst gingitheretfro time ti time, sisce tie fascinating pace is rishedtth88ttiqust, many datinsi fromthe Says of theconquistadores. Gilt-framed pitrttits look haughtily disi fromthe walit. Twicetateek, yu go fo fitstrnoonteawhich is ,served i i. "fTer ar woderful pasteits," yft write yiit suit. "Ia copltetly awed by te ibititti Thetveryfirstt tieyoitent toth iitel fteatnss ofsth permanit gets, a iejita, aswsmaiit teysadancdsage, captrd yittrtttention snt yut admiratin.This Slady iistey ptite. Ser featurestre teiicate, ier ptstreterit, iteribeaioritasstired. Se conductstherselfiitit ay igity. Youiannt helptiagiingihow bautil ait gracefu~l sit sust isvs been in itt yuth. Nis it i bauty, ignity, tid gacstalon that ttratst ouyst ttestion. Tie lay wy s easyt hugtt e8 diamond ings. Se tils ,tarst iariety if othr jewels, sib sbviostly quit sstsible. Someitmbestyu iaty fiut fternoos tea by tipping a glastts ofint tbh ichteHotl Csanovaservtets ixqisitecrstatl glsses. lit aftetsoon you pace yourteetth tss titptly sinte dge st your sliss; sit bcasietecrstais sotifist, s bite-sized piece of iticoissaway is yur ips. Httr ttttteio cugttby tht srunci sf bittlecrstals, tespighly viejitiurties ts ysuitatblt. St isqiressis ielidi- ostSaish, "LSt lsstis6 ustitd?" ("tt fit birt?') Placing tebite-siztd pitct it itytal is yur pate, yo re tsont, "Etiy bits, itsiis.5 (I ai fist, titnks.") For iteeks nw, tSits viejita ha s aiisttd you almsst s uchis thetetl itself antfortianyioftbtsmistts. Yoiknoshtstt GutserySicto retside at1theiasanovaitShebeiinssittali ith you. ito 'r' isfind sitmsitsabstlteit. AtStesovsiaysioisptogtesses, yiuitematk, "It msttbevetytexpesivisstolive tthetiisaniv." thbashibiSif asmtilt, sit teplies, "VivoidStaisetst." "Yoitaeittuateito Sieitabletoii iit using iitmefromyout 88 AnalyticiaiMitt: ContetuMJ Situation 1 (Ls Sents) Diietios:Beilow, yu till tinstasstty asuit s istis meicati oma entitlet "La Stnts." itit Sit stotryfulis. fhei you rettoisrtspondtoS Stequettionis sitteaction guidthbit youthisiseentsietititg Sit summtt is Guaiajusts. fTetidy tsy yis canaffrdtSispenditti ?Mtthewoe umris GuanajuatoisithibiSa wttlthy silt wio nit lifts i itt otk, bit iii inis liveS in Latis meicas, lodis is a biotdig houtM. imtoSitimt, tincteStefatsitisg plceitst furnshtittith antiques, isiyfdting fithSitdayt ifthSitonqistadores. bilt-frsitt prtratsttliiikihsutily dSit frmthSitwtlls. Ttice a ttti, you go astttltt," yfiSwitMyit sunS. "I si iomltely SitS by tettbientt." Teisty firstS ts imyowt 55tot h tel fotrtsasit it Sit ysitanettsts, s it ii ittisi.oan fiteisy aitacittye, pturedIt yosur titttn iidtyutsamiyti ont. isusaiitisveyssiteisiue itsndittsitersf tl ttithadint.ttotisnnty imgin itnithit itb ySa Syu ttifflsesit hvt titi itiettyfith.ttotti. it beatyltsitnit , an tsiisalnethiat. tac ts u tenti.Thei ittrjeelt, ill ibviosyisqitetisisble. Sitetimsitouiiaiyffofitaftetnoon its by tsippin ailasttif tint thictheSitetl Casansiaisers iiexqisite itytaiglsseMs. lit iftisfitr yu lct firteitthb tostitply isoi thisife flitu g1st; sit btiasthe Stcrystali tsiofist, a bits-sizeS piecsei i ittomsiswy Si fitr lipt. HI ttenttion issiht by Steitruichif btittlescryt, Stesptiihtly ittltit tturies, Siyiirtatblt. Sheit uirets isnSmeltS- ostSpsiish, "itt listisS sift?" ("Aft fib bitt?") PlacinsiStebit-tsttssite iectcytl isyiit tltat, fib te- thehotel itselfiltdfortmany ttif theme esos. Younobshebmst GvnthSitunexpctbtedbt emed chanceii, youianitisirtsist thSitige to ttofistditiuts suitSbtte. AstheSit nvesationiptogresses, fou remstk, "Itiutttisvesy sxpnsisetoiilis t i StelCssiovs." tb a bitt if a silt, sit teplies, "iio St laisits." "You ite fitrtntseito saletoSiliftetsigincoimeftoiyfit AnalyitialMitt, Cintetuial Situation 1 (Ls Sents) Dirtitios:,BSMot, yuiwtlbfistd atsty asut a IstinAmeicaisswoias entitled "is iesis." isiadithesty istefilly. fTsen yi SirttoepinitoS teqities itttion tratinid thSit InotdettoSiprtiiipate is a5special pttttsi fit U.S. tstets, fil isis btti spetingiSt t ti t sisumr nGunjuti. fTestny wy yiu itn afiorSt peteSitholte s isimesduaautotiisthibiSa wealthy sutwiiinit listes ifiewor, bit iho isitlivtS is Latin Aerisa, bit givefiou f thouititsadols. EivsnSubtStit it, yousmst lodge in s boitisiobit. SBecause it is sttpensive, you cannottodto it ithSi tiss Si tim, tsSitfasciinsting place it ftrniiheithubantituts, stny tatiigfrtheStdtys if Steoitaotrts. Glt-frsied sotrits liookisaught itdonfirto i thwals,. fsie s tetk, fi g5 iatelest," fil itite youriaut. "t si iimpletely sitS by tiM sibist." fTeitey firstS tttimebSietSiotebitel firtea onSitof t fitrsttntit ndyiitsdmiratin. fist lady iisvey peuts. et feturetts ttt tliat, itt postitssreti, ittrsihitr stsittd. Sit batiful andtgracefulishemustbiivtbeeni in hefyothi. NSiit i btstty, Signity, snt gtacetalonethiSatttats yfi tstention. ft lterljeiesMittlo Mvisiuqutisi.v isstliabiltity. Stmetimssysu vsry yii ternooniStsaby tippisigiasf inehi whichiteSitel iCstnviserttest i txqistitt r'itasl ilitstes. Gut atfisfteroyupiacityopitettoo iiciisply oinSteMeigeif yiit glas; sit btisausitetystal is siotise, abite-sizeS pitis if itttomesiswy on yiit lips. tstrsttintioncassittby Sithecucbo it ttle itystal, tesptightl iejiliit tturies Si yiirtabsle. Sit inttitts iinsmeloi- its Spanish, "it tsttisi ustS?" ("Its fit bitt?") Plaiing ibM bite-sized piecs if rstal osiyis papts, yfite spond, "EStiy bitt, gtssiss." (I si fist, thsibs.") Forwes nowsi, this siejiti has fssiiitst fit simsti is mitbss theteltitelf andfortianyiftbtthsmeessii. Yiilkowtbtmst be isry ruich tssidt t issiasanv. Sit isgis itotalksitu yot. tivensthttinexptdbtttelitmediisanc, youiannotttesist thettge toity tofindittut oe botute. Is te ionverstiosprogrssets, youttemark, "It sttbesiet penpsivetoilivetstheti sanov." tb a hisS sfiasmi~sle, sit teplits, "fio Staisetst." "PYtutt,fortutsto Sieisblls Si list tsing incott fttmyiit landholins."  89 "Not asfotunate a 8 ncewa. Times arehangg~. La 8ta, alt8hugh till more 8han Wdeqate for y need,,coms nether s 8reg- larly8nr insuh largWWmoutsas8Wefor." 'Why is this," you 8nquire. "An W888WiW898888 manages my etates. 888wic ayear h88sends me share of the profits. Lately, hwever, there h88ve8eenprobems." "What problems?" "The amp8ino,, the paan hwork my ette ntend my flocks, areresles. 88 order t88k8ep9the8W W8in working888we8, ith8 ~hasbe ecsayto gvethe alger shreWfthe prfits. For evey sheep belngig Wt 888mia , ac shhed nw hasten. The samething hasbeen necessarywit rgd t the prductsWof y estates." "This pleases theW ap888888 and keepsWthemworkin8g w818?" "888 o W8W88" sighs 88 ijitW." You wai8 patienty, 8hopi8g88sh 88will8e8pl8in8888theWeasby ________ 88 Ater amomet, Whe continues, "8Whnvera hep dies, wa8days, it 8W alwaysWoneWo888888. I888sn 8ve Won 8888Wheheep o ______ W8WWW Wheevr copfisit is8alwa8ysWmy crp. The caWpe- 88888 defy understanding. Why ar 8hey not gratWful a they oc ee My family andI have alwys been goodto our 8W8W8W,. W hWveWpro- tected thWW frWom troublewity8h thepolice.W havW alwaysWcared8for themwWhen they w 8r81l. W 8stab88sh88 and till Wperate 8c88818 fo8 the childyWW on ourWesttes8. . A, no: 8Things a88WotWasthy oc 89 "Not as fortunte asWI8oncewas8. Times 8r8 WhangiWg. 88 yents, 8lt88ug8 still more 8haW adequateWforWy neWeds, WWmes Weither so 8egu- lary norWin suh lar8ge amounts 88 befWre." "Why is 8his," yoW inquire. "AWnW88WWnW8W8WW8 WWanaWes'8.'es888es. 88w8ceW yyerheWseWWsmWW shr hey8 pr8Wfits88. Laely, hoev, ther88h8av8888en88proWlems." "The WWWWWW8WWW, the peasantswhowrk y estates anWWtenWWsy flWWks, 8re r8s818s8. InWordertoWkeepthe WWWWWW8Wsworking well, it has bWWW8WecessayWWoWgivethmWalarge8WhareWWfhe prWfits. 8Wr everyy sh888 888888in8 8W 88 888188, WaWh shphrd nwWhas te8. 8hW same thing has beeW necessary with regard 88 othrproducts 8f Wy "T88,s8plWaWes8theWW8WWWW8WWW a88 keeps them wyknwelWW?" "Ms, W 8W8W," 88g88 1W W8Wjit." YWW WWit pWtiWWtly, hopiWg shewidlliexplainwWhat she WWWWs by ms eo.AfteraWWWWWnt, WhW WWWtinWes, "WhenWWWW8ashWep dies, wWdays, it s awWaWysWWWW8o8iWe. It i88n8ve88o888oW the 88888 88 aWWWWWWWW. WheWWver W WrWp fails, i88s aways888Wy8'crop. TheW ____ W8WWW dWfy understanding. Why WyW they 888 grateful Ws they 88n8e8wer? Myfay WandWI8h8v8 88wa8Wys beeW gWod 8W Wur WWW8W88WW. WhWvW prW- teWctWthe88Wom roWWlewiththh8WpoWliWW. W hWWW WlWayW cWrWd fWr 88e8wWhWW they wWrW 881. 8 W1Westbihed 888 still opWrtW WWhWWlW 888 thW hildrWW WW Wur WWtatWW. iby, Wo? WhiWgW W8W Wot 8s they oc 89 "Not WW fortunatW WW I Wnce WWs. Times Wre Whanging. 88 rWnts, although silrhan881aWdWquateWWWWWWrWmy WWWdW, WWWWW WWither WW yWgu- larly nor inWsch large mountsWasbefore." "Why is thiW," y8W iWqWirW. "AnW di888W8W8d88 managWW Wy WstWtWW. TwiceW 8yWW8 8W 8en88Wm18 WhWrW o8 t8e profitW. La8telyW,?ee, 8herW hWvW 8e88 problems." "What probleW?" "The W8WpWW8WWW, the peasWntswh workmyWestates Wndtend my flocks,, 8rW es8888W. 8W ordWr t8 kWWp 888 WWmpWW8oswork8888g8w888, i8 hWWs8WWenWWecWWsary t88givetWe88a8arWer188888ofWhWWW 8r8Wfi88ts. 88 WvWry s88888beWonginght88 W8 881888, Wach Wsher8nw 88 s8t88. WhW saething 8as been necessary wit ea other products888888 f88my este." "8Ms8o ,WWW," 8ig8W 18 88W188." Yo8 8888 pati888ly, 888888 she 8888 8xp8888 8888 s88 88888 by mss 888888. After a8moment, she8ntinuW,,"WhWnWveW8a WhWep 8888, nowadays,8 , i 888888ays8888888in. It i88n88888onWIo88t888s8888888 a 888p88888. WheneveW a8888888888, it 88sWilwy my 888p. The 8,WpW- 1888, 88fy understanding. Why are 8888 888 g888888± 88 8888 8888 88r8? My family ad I have alwys be goodto our 88p iW . W888,888p8- teched t8em 8881 8888888 8888 8h8 police. 8, 8888 888ay8 88888 888 888mwh8888t8888w8888il1. 88 88888888888 an8 still 8p88188 8888888 888 888 88888888 o8 888 8888888. 98A..8no: T888g, 188 888 a8 t8ey 8888  90 90 90 Copehnsion questiOos Compehnsion quetons:t 1. 00er areyou opending thoe00t0er0 2. "Viv0 do latrett." thot does his 0e0n? 3. The atmosphoereCodl 000±0000) 0ofth othattrtstou20. 0ow? 4. The otojito istett.ihy. too do yoo hooo hios00ttru? 5. Th ohjitocaresfor her oopesio. Wht evidnce fro the storysupotsthitOtaotemeot? 6. The apestoojoo reoobetteroff tot toy th oor. tow toot tteit lioitg ontdttonsbootn ipoved? 7. Tho ohjito 0e1ieves that the ootttoinoo trt toking adatatge ottoe. Wht dooooshsay ioouppottofthisttemenot? 8. The otjito tonnot onderstand tolly wty te ootyioo hoot ohongod. 0oe0 oho readhy wotOto understaod? txplaio your 9. Th lady isolhdand ind. Dooyou agree WAIT to p0o0000 until 0000200000 to do 00 by youo 0000300. h. Where tttr20oupening tetouomer? 0. "Otto do ho etost." thot doeo thio oean? 3.Th tosphttro(oh ogiott)of thet ohotel ttoact ouo. too? 4. Tho viejita to teatthy. tot do too koow thts to troo? 5. 030 viejitttcarofor too too ototost. Whotatvdence froothit otor. tupports hio tateoent? 6. Thoeotopoiot Oftehottor off thot theyon0e0etootHow hoot theirolivingcotoditioto Otto mpoveod? 7. Tho ijitoa001±i000e t that ot apeoiooo ± 000000 020000000 of bo. ht doet tho toy ±0 0000000 of hio 0000em0n0? 8. Tho viejita 0000ot derstond flly 00y theo apyjtd0 haot chaoged. 0000 000 toolly 0000 to undotand? 0001000nfyo 9. Thohoadyhisoldoondhind. D0000000000? 0600 to proceeod ntil instructed ho do to by your ±eacher. 1. 00000 000 fob 00000000 tht 0000000 0. "V0v0 do ho rents." 0000 doeo hio toon? 3. Tho tmospheot (oh otbiete) of tho hotel 000t0±0ts yo. toot? 4. Tho ohejitoalisowoathy. too do you know hio istrtoo? 5. Tho viejita cares for booroootooioo. 0000 00000000froothte 00009 0upports hio statement? 6. Thoeootoptsinoooae tte±00off 0000 thoy once were. boo hoot theiroliinbg onditions hootnimpooted? 7. Tho viejita beitoet thot tho toottoitto Ofrta0030000advotoge of her. 0000 doeto tho toy to 00pp000 of ±000 tatotoot? 8. 030e0±0ej0±aotaioottdeostand fulhy 0hy thoetooptoinoohaot 000ng00. Doestoht oel0001030 to000 dei ta000000? 00010±0 you 9. Theolady to old ond bhnd.00Dotyo 00000e? 0600 to yproedtil00±1trctooed to do ot by your 00a030r.  91 left-hand co119n, y911reto 9ec1d1 how the perso111 to the right of eachsiltuation. earnd 91 th1 lady 19wh1111chooses ________to live at th 11e 1 9Ca 11a11o 111 Thvie111hta want1s to believe that_______ to ai 19911919. see t Th viejita provides 111sc1hools________for__ 11919111 of the 111111111. WAIT Ito9111119e19111il ntructed to do 11 by your teacher. 91 groups invlvedl might Ittempt toinfl1ue1111t911beh9vio1 earned to thelaldy who 9hooses to __________ 11he111ej91a11191s9t9 11111v1 that t9 fa111or a flock of heep to go 99u 91natten1ded._______________ 1AIT 91 proceed until 9119111119 to do so by 9our 911c111. 19re199ons: Sveral situations psented in "L Rent" migt serve 1119-han9 1olum1, you 111 91 111191 how 991 9erso1 or 111191 19111ve9 light a1991pt99oinf111e1111the bhavior of others. 1r191 your exp111a9io1 91 the 19111 9r11i119 to the 1ig99 of 1119 situation. 1111911 11191 111of111e i 9111191 11119ate911119nd 91191ha1res________rofit___ earne119191h1119dy91h9111111e9919 9iv 111t1191t1191111Casanova._________ 191e119iejit 119a1111nt 119 to__believe____that_ she 9191s hermora respo19119 lit to 1119911919. apesnos 191e99191 191 ti 1191 may__allo_________ro__ 19119il991 1 1lock of sheep119 11g1119 91191n1911ttended____________ WAIT 91 proceed 19991 9919111911 to dl so by 9ou1 9111911.  92 Analytical Mode: Cont21212-al2Sittio2 (The 1Name of the Game s 1 . Directions: A stor,p,"The 22me of the Gme Is ..." s preseted 211ow. 121 story invo2ves two 1en, 1oth 22 2222 possess the billity 12 222121221 121 behavior 22 others. 2ead the story care2221y. 2221 you have finished the story, y22 will1be askd to respondto o 212121si2nqestions 222 to 2 reaction 2222. 22tavi2221 ageneral inthe Ar 22221his2coutry. Sinceth be- ginning 22 his country, at1least1o22 22212r22f1e22hgeneration o 2t121'1 family ha212e1ved1as a222g-rank2222 2f22212 22 122 222y. His family c2n 2a2212seitth222pride21othe221first conquistado 222 12222212 222 221212 1he 2222 that 2o1 22222 2tavio', 2country. 222 Latin 222222221, partic221arl2 peasants 222 townsmen, 1222r1 122 2e- 1pe121men1w2222o2e21ro22goo222a22222121ht lta2121a1tradition 22 112vi21 to their country. 221121, although h21 2s sti11 211212 young, 211 1l21122 2a2 2 22i222an1 21reer. 22 graduate1d with 222221 22o2 the 22122221 2222222 N122o2al as a 1222222 22 12222112222. 22222g 1 1222 222212 2212221 wi22 a 21212222222 222122 2222222, 21 2em221221212 2212 he 22211 21a2 men. 222212 incidents 222222 1his 2222222 2121 22, opportunities 12 g122 a 2122111122 222 22121ry. 2211222 211 2212 222222121212 12i1i12 12 1112 212 in more pe1121u21ursuit. W211121veryyoung ffice, he served or aperio 221ti122221221212he 22211ce. 22212221 211212122p,the Army pro- vi212 2221221nt polic1 protectio2 222 121 22121121 22 121 prov222e. 122 Army pr2222212d222i222211212r22121a222b222221. 22 12221222, 2211212 1222212 22, 12122222 as 22 12222112 12 22212 12 22112 a 222221 1222ss a 221222221 22221. 1221 122211212 121 trip 222 22 222222 22222 1221 112 111222 2212 1211 12 21122 the 122111 1222. 121 222221 112112 2222212 22221222. 21 2122m1 111212 222 1222121, prie11, 222 11122121 12 21122 121 222222 2211121. 2212 122, 12221111 in 12211, 121 2222222 221 likely 22 212221 22121121 22 the 211222. Just last wek on a trp to theprovinc, Octavo was leased11to2se 222222 222s playi22 122212 in 12122 2122221. 2211212 22221 12at a 2i121ary 22ree2 is 22rt222211. 21 21 221 2212221 22 222 2,1y's 2211 22 2112222 12 21221122 2 2222 212 22 1i21 12at 1h1 212211 22 22, 22221ry 2121 1222212 222 212122211. 221222 122, 121221122, 2211222 21 prou2 22 1222211 12 2222221 121 222222 2222212221 2221112211s 222122221222221his221u122. H21isproud that 1112 221 22 121 1211 122221221 22222121 in 21, country's Army. 2211222 21 2212 a g222 212212 22 221 22222. 21 211 111p12 221111122, 222 2222 221 211212 112212 as g22211212. 12212, 221111122 21 a 2212211 222 11y ye1 2211 12 121 2122 22 112122. 221111122 is 121 222 22 a 12222112 222 211212 12 1222221122 121 mar211 1222 2122 221 2112222222 21212 by O22112221 22221y. 2121211 221 92 A211yt2222 2221, 2221121222 221221222 2 (The1N1221o22t222Ga(2222 21 Directions: 11222, "The 1221 22 1h1 1221 2, ..." 2s pre2121e2 21122. 221 11222 22221211 112 2en, 2222 22 2222 2211121 121 1222212 12 222121221 221 21112222 22 212122. 2112 121 21222 2221211ly. 2221e(y222h211 22222212 121 21222, yo2 will be 11222 12 r112222 12 222221h121222 221112221 222 12 a 21121222 22221. 2211212 21 a 2221222 i2 121 2212 22 221 2222122. 22221 121 21- 2222222 22221s 2222122, a1111111o221122212 22 1122 2121211222 22 221 222222 222 12121 211122 2112 prid1 12 121 22211 2o2quist1do2 122 1221ore212n222p221212h121a1222h1211o222o22s2 22112121 2222122. Many 11122 221222221, par12221ar12 peasant1 222 12222212, 122221 122 21- 2211212, 22122222 22 is 11212 212212 22222, 21, 2221122 112 1 222222221 212eer. 21 222222112 2112 222221 2222 12e 22121221 1222122 11222222 as a 1122121 22 122121121ng. 222222 1 1222 222212 2112211 2112 a 21222222222 222122 2222122, 21 222221121112 1211 21 22222 1112 212. B22221222212112durin 1221s 2122121212e2hm 222222121112 t gai a1r 111222onf22 22121y 21121221pursuit. W212ea12eryyoun 22221ce,21,2erve22or2aperio 2212im21222212f 12122ovi21. U222122211112121222, t212rm pr- 21212 12212212t police potection or the ciizenso22121222vi21. The Army improveda222212211221222221s 2222222211. I2212221222, 122211 a 222212211 22221. 1221 122211212 121 1222 222 22 222222 22222 121 222221 112112 2222212 22221222. 21 212222 111212 222 1212121, priest, an222e11122121o12e21122t121I222222v211222. 2212 1221 22221111 in 122ess, 121 2222221 121 l22112 12 212221 22121121 22 121 211222. Just l11t1wee12o22a11222 12 121 222v2221, 2211212 221 pleased 12 1e1 222222 2221 play22g 122212 in 12122 2111221. 0211av22 22211 1211 1 21121122 2aree2 21 1221222111. 2, 21 221 1211 121 11op 22 221is2cou 21ry 21a1e22212e222or212122211. 221222 1221 trdtin 21222a221o2i2 prou2 22 1222211 12 improve 121 122222 2222212221 2221112211s 222122221222221his2222122. H21isproudthat21e 21 22122 2211212 21 2212 a 2122 222212 22 22s 2a21ly. 22 211 212222 221111122, 222 1222 221 211212 112112 as 222211212. 12222, 221111122 is a 2212211 222 122 yet 2111 12 121 2222 22 2121222, 222211 122n 2122 121 2112222222 2212dby 221121', 222222. 2121221 121 92 A2a21ti2al 1222,C22textu 221211222on2 (121 1221 22 121Game2221.2 (2irec1ions: 2 11222, "121 1221 22 121 2221 21 ..." i22 221112112 21122. 121 11222 22v22ve1 212 2en, 2212 22 2222 1211121 122 1211212 12 222121221 121 21212122 22 212121. 2112 121 11222y2121221.2y. 2221 you 21v1 22121212 121 21222, you 211121e 11212 12 2122222 1o 2om2121e1122n2q1112221s222 12 a 21121222 22221. 221122221 12121222 1212212rmy 222122221ntr. S22112121b- 2222222 22 his 2222122, at1l11111o221222212 22 1122 212121122222 His 222122 222 12121 21,12f w112 pri2e 12 121 22212 222221112222 222 exlr n p ened t222 22112 121t2222 211r221 2222 21121 con2ry. Man 11122 22,2i222s,,p222112211222pe1s2n2s1a222t1222212, adm221 122 1- 2211222, 22122222 21 21 still 211212 22222, 221 already 212 1 222212221 2areer. 21 221221112 2112 222221 2222 12e 22222221 1212122 11222222 as a 1122121 22 12222112122. 222222 1 1222 222212 2212212 2112 a 21222222222 222122 2222122, h21d22221121112 1221 21 22212 1222 112. Border incidens during this eisode gave him pportunities t 2122 a reputation 222 2222122. 2211222 221 2212 222221121112 1221222 12 1112 112 22 2221 p1121221 p2222i12. 22211 a 2122 22222 221221r, 21 212112 222 1 perio2 22 1im1 22 221 22 121 provinces. 22212 22, 111212222p, 121e2,22' 222- 21212 222111121 po1221 protection 222 221 22122121 22 122 provi221. The Army improvd and maintaind roads nd brdges. I2212221222, 2211212 1221222 22, 12122222 as 22 12222112 22 22212 12 2ui12 a 222dg1 122212 a 222222211 222g1. 1222 222212212 122 1222 222 22 222222 22222 1221 212 1112222112n 1221 12 21222 1h2 122221 1222. 121 222221 112112 another 22221222. 21 212221 111212 222 1212121, priest,,n222e11122121o12e21122t222I222222v221122. 2212 122, 22221111 in 122121, 121 2222221 121 122122 12 212221 22122121 22 121 211222. Just1l1111w2212o22a11222 12 121 province, O2212212221 pleased 12 1e 222222 2221 2212222 122212 in 12122 21ll221. 2211222 22211 1221 2 22121122 222112 is 1221222211. 21 21 221 221221e 22 121 221y'sr2211i22h2112222to2m11222122a12222 112 22 1i21 1211 121 212211 22 2is 2222122 2221 1222212 222 212122212. 221222 1222 121221222, 2211212 21 p2222 22 1222212 12 improve 12, 122122 2222212222 2222112211s 22212222212n 22211s2222122. H21isproudthat21e21s221e22 121 2211 222221221 22222122 22 2is 222212', Army. 2211222 is 2212 a g222 122212 22 22s 2,2122. 21 212 211212 221112122, 222 1222 22, 211212 112112 a2 2o2211212. 12222, 221,11,22 is a Co12ne1 222 222 yet 2211 12 121 22n2 22 General. 222211112 is 121 1o2 22 a 1ownsman 222 211212 12 22mi2i2112 121 222211 122n 2122 121 1212222222 2212dby 2222,221, 2,2122. 2221211 12,  93 tonmnhdn rte n eas h ihdt rvd aiyta Anastasio coldgturto bbign times gbcrisis, Agyhgghgg b faher sought out a pwerfl ptron fohis son. Aayungster, Aastsio showedagremarble ability Igoiggagn. When Aatio wasready to attend high school, btavi', father bhped him gain gdission. When Anastasiograydated from high school, Otvio, at the request fh is father, hlpd himscur gapoitment t he Naggtonal Miitary Aademy. Since Aastasio'sgragdation, Otaigibasgfolloweg hisare with interest. WhilegOctaio ighashlpd Aastasio to gdvance is rank in the Amy, he has had noisgiving. For nebhing, the yungtr ibright and deserving. Ohiequalhimportiance is btgi' responsi- bility to ihlp mgbers of his family. Today, however, Otavio has had soe isgivings,. Reprts have reahed himthatat asgg iohbis bout to led a bllhi. I sem that Anastasio has become convinced that there ggust bereform in the conty.Fo smetime now, Aastasio hagsbbeenssoiatinggwith dangrus meng. Thse dagerus men s~ peabkgof doing verybad things. They mgan to izehugthe factories, ines,,and ields bwned by citizens bf other nations. They believe ihat these ulgti-national corporations gyg epoitibg Ltin dmericans. Thyuuant t siuuutheufarmsbf greatiuadowners,,mnbuchbbb OCtui', bther. They uwant to divide these iands and give thbm to the peasants uwho yarm thum. Thy wat toclosprivtehigh shools anduiversities. They climtheseghoolsenbleuthey ew ho are ih ad powerful tofor friendships that help thm to ygmain ichuand powerulr. These yami- liug control bankinggand the land. It is they who uayg profits bn the corporations gperted by mublti-nationl un igd. bbustugio'u yriends havubeebuubble to ugbilizugsomegpopubarsubp- port fortheir cuseu. gowevey, ibordr tgyroced, they eeduu ili- tury officer bho bbtrolled and bold gse grmed yorce. Aastasib, gamost unfortutely, bus their choice anduamost their victim. Whn hu first heard ob these ubets this uorbig, Otaib a worried, but is bb hoger boncerned. burig bhe bourse bythe buy, thu followibg bbets ygcud. Octavio ualed mebers ofgyhig bamiby uanbbhe yriends he haubbeb inhigh gbhchoo. bugainedbthi upporbbt. bctaiyigskebd nustasib to but hbu ib is bbibg bb ab bmpoytabb fambhly btteb. bhen Abastasib aryiubdbauthbibGgnegyg's gfice, he ubd Otavib grbeiedobbbaubbhebubsyyiengds. Thub Obtabib gaid, yobu ead rumrb oigibiggfect?" 93 tggnsman hab ng brothur and beca~ usehgihed to prbvideu famiy tbub Agastusig bbbld trtoib imetugofbbcbisis, bbustasi's futhuu gbht ouapoweublypatronbfohisson. Ag a youngsgter, bngtugig shbweubabububbkblu ubility to lggrn. Whun Aasuaigigabugryady to ttenb high sbhbbl, btui', buther helped hi guiadgissiob. bhgn Aastasio gbrbuted frog high gbhbblg Obtuvibg aghehuuesbut gb big ygthey, hulehyimbusecue yppintuent tb thu btibbal bilituyy Abgdbmy. bbincebAngstui'g budutibbgbtuvib hag yglloggd ig are with ibtbyest. bhilg btavio hug helpedbAnautgigigoibduvbncbuigsuggnb bg thu Army, bu hgg had bb bisgivings. bgy bbe thingg theugsgtuy ig brighitgggd beserving. Obbeuabl igimporanceig tuiog buesponsi- bility tb helypugumeybesfhig bumily. Tbbayg hobeverg btaiibhas hid gggg uisgivinggg. beports havg regchd hthtbgugstgiigibout tghueabuyubeiong. I gggmg that Angtugig hug becgmguonbbbdubtht thgye usgt be befbru in thu country. Foy ggmg time bbbg dggtggig hgg been ussocitigg ibh dangerubbgmeg. bhegg bangerusmeggbpgeauobydoing very bud thiggs. They mggggoizejggtheufbctbiesugginegggnb ighbgsggwngb by citigggg gb bthub gationg. Thuy believe thut thesgulgti-ntional coypbratibbg gyg uxploitbng Ltibndgmgruggng. They waubto ib ggggtheufaryggfgyrgaggilagdogwngrg, mn uchbb btuyhgg yfather. They wbubio iv iide these lndsggdg givehyuthuu ib the peasants ghg bgbg themg. bhuy bant tb closu grivutg high gbbhoolsgaddgivgritigg. They claigthsegscholsgegublethgbfebghggyubich agd poweru tbyboru fiebdghipg tht heluhe tbguremyguinrich and gbowerfl. Thegg fami- ligg control banking agd thu hggd. t is they bhobegrybprofitsignithe coyporations gygygted by guti-natigngl bugdg. Agugtaigigy frinds gagebggg ,ble ib ugbiligg gggg yogulary ggy- gport fgy iheibrbubu. bobevebg ib brdub ib yybbeudg ihey begd uamii- tayofie h cnrledabcolgs amdfrc.Aatasibg almgoitgunfortutely, bag thi hohigg agd alggt tbgir vigtim. bhWhen yhygrt heard gb ghesg events thug ubbbingg bctubioba wgyriedbt isgniglogggygoncernbd. buyinggtheurse of bythu dayg thu fllig egentsbgogcuryyg. Octavigggalldggumbrygbigygamiyad thebriundg h hubbuet inghighgschool. bggainegbtheirysbpport. Octgbib agkgb bggtagsibtogggetig nh fice gnbygn gggporbtabt famiygmatter. WbenAutuiggrrieduatthubuGen uga'byofibggbheuad Octabio grueted one another gg briendg. Tbubbctaiyigsgid, Ighuvygheardgthutyuygoyumgersguyregtgyrbingtubyrmy. Have yubheard rustothis effect?" 93 tgggnggan bud gg brothur gnd bgcguge he gished tb progidb u family tbut Agggtugio cobhd turygtoib imes gog bribbhgastggigo'g futher sought out a pweul paytronborhisu on Ag u youngster, bbugtggio ghggggbaregarubulhubility io hearn. WhbnAaugaigigasugready ib uttend high sbhbblg btaii'g buther helyeb him gui iss gigg. bhub Anugtusio gradutedfrogm high gchool, Obtubibg t thueyggqut gf hgs butherg helped hmggggyg ypointuent tb thgeuggtionl uilitaybcgdemy. bibbuAnutusi'grgadution, bctugig hug bolhowud big are bith interest. bhilg bctuvio has helped bnggtggig ib udggncg big yugk ig thu Abmyg hg hus hubdgygmisgivibng. Fygyonuthingg theu~gsgter ig bright uanb deserving. bbfbqual igmportance ig bytaigyiygeggpgnsi- bility ib help ueubeb, gb big yaily. Today, hobever, ictgyig hgg hub gomg gisgivigg. igyortg gvg rgahd hgthtbggastasghbhggbout tohedgabu ionb. Itgggum that Anugtugihahugecgmgggcbbbbncbuthut thueureg mustygbgefogmin thu country. yor gogg thug owbAnasbtuiighug bgeey ussbiutibg uith dagerggusggg. ghgsg dangerobguggyengygubkgbfdbibg yury bud thigsg. bhey meantg izeiuthu yactorigg, gineg, gnd yigldgsgggngb by bitizegh, gy bthub gutionsg. uhuy buliuvuthut thgsg gblti-butibnal bbrporutiobu gyg uxploiting Lhubndugeicgans. They wantto ib giugthg yarmygfgregyggilagdogngrg, ggg guch a btuyhgg bgathgr. They ubni ib diyidg thgse bandu and gibu thuu ib thu peusants whob fargythug. They want tb ylggg privatg high ,chboolsggnd unigrsitigs. uhey cluig thgsg ,choolsgeubleuthueygfbbwggwho r ih agigpowerful to ygrg fiendships ihut bulp thug tb beuaib yigh agdgpoberulb. ghggg yami- big, bbntbbh bankingg gggthe iugb. It is thby bhb uibb yrbfits ib thu cbyybrtiobg operatud by ulti-nationallbfunds. bygugaigigfrigids gage ggey ubluebyouobiigg gomg popuargbu- portbforthuir cuseu.bguuuvgr, in ordeuto proced, thuy eeduu ili- tuyy ffigeruho cotrolled ggnd build gsg grugd forcg. bgnutaio, almst nfg t gguutugy, bugthuir ghoigueuand ublgogttheir ictig. Whub hu irst heard gyf thesuegyvgntg thigsumorningg, btuvig a woyriud,bt i islogeruyconceuned. burigtheursegygobythu diy, thueyfollowiug gyventsgyycud. Octuvio callud gmembersgyb hi, family uandthu friggyds hu bud uut igghighgghch. guguaiedthuirspport. Octuvio ugkeb Aautaigigoimuut huim isbigcebbiu gg uimportagbt famiby muttur. WhnyAnustuiggyiedbat thubuGegrigsgbfice, heugnd Octuviogreeteduboneganothur ug friegds. Thub bctubio gid, "Ihuvyuheardthatyuefomyu g erguyruyutbborkinbthebgumy. buvu you heard rumors igihig uffegt?"  9+ "Rumos?1fe, fIiifvifherdfiumof,"Afastasiififswfrfi. "if ffi thifnktefinditiffiseifoftf Anastas if?" "ift ?depenis. If theifsaiffebeflion fiu, ienffil, fist put it dowf ff2 minffaite faiility if ihe ciuntry." "Tat fhould notbe iff??iiul. I havebifnftoldithat thf iffi- sit ionh ny ifwenfty aksafortfyi-two irpfififis, s if lufhic arefrofllff puffes. Wouldtif if iff fiffith fith ppfosifion? fhtis if rgues? "fsuspect ta rfi gureffif arf f ccurafte,ifenerl." "Tiffntereif ff fffd ii wirry. I fitniiommidiioretanfifiy iffnfsfa2diioretfaffify lanes, fift iffuhichaif??odernfigiiers. If iif oppifitioi ieff if fiffi f ffbellion, it woldt? lastffl2ng." "I affef,"Anasffififoncurredf. "Ah, ff21," tif ifffrfl ffmifed. "hisis nif i hatIia2ntfifti dicusiiff hiiifu. Youiare ffitufgfft.Youifffffigofifffif thf frfitfyorfoutriy. I hififbieffiotinfift ff2? ff12rd. I beievefi wold iffoff r fffffiifffffffftifffffiifiirld. At thf foment fur fonsulate in fParfif isi e2 ffaifyoung, biift, ff2 froiingiiliftfafyftftach. Tiff iornigIgedtofsecfurffthis ifpifrtityforyou i." "iif, ffifefffal. ihfi ififflv?" ffkefAastffsi. "As 221121?yffsfiffiif. Tloff withwhomi talfeifthiffofiif if? ffst fnxifuf tha t fffisufeff2? ffspofibilitief ft ffnif." "2 wil21do ffu ff2 gtfff, if ienfffl. 2 fppffiiftf tif iffi- ftunityf." "ff2? tiff," the Gnfral safidfnd2ffatfsioiws isfissedff. 94 "if fil thinthe icoifitffifn fssius, Aastfasio?" "That deffndf. If ther? if f fbelionfffyfi, Gfnffal, fift puttit ownff2dfffitfai thefstfiiffitof iheiiountr'y." "lift shouldiot be if fficult. fif??veifenfio2212atiff iopipo- sitfifn1ff 2niyftwfnty fif? fdifot-if irfifftfff, fit? if wich arepropfliffflffef. Woud2tisibifthistfenfth if the iffifitin? fht f is fffges?" "f flffeit tift ffoiurfiffirsiiffurte, ifnfffl." "lift there if noinefi ii 12fr. I cit iommffi fiff than fiftf ifnkf an2 ff1? tha ixfftffiffs, fift if wich iarififdifritfifhtefrs. 21 the ofpifitionfwere to sfiffiafrefelltin, ittoudfit laffilon." "Iagree,"Anastasioiioncurred. "At, ff21," tif Gefraf filed. "Tiff tffit fhft ?Ifiatfi ii difcusfifitifou. Yff22?? afyoufgff2. Youiffffft iofarif the ervicif ifoff2?countrf. I hff1?beeffioointift four ff12??.I iflifvf it iiuldbeifofofiyou ftoiisfffsoitthiffif tiffil?. At the fitefto22?onlatefifif fais if i teedff? ifyofing, bigft, ff? pfitiffff militfafyftftach. TiffmofingIf faifgfffi ff22??tif oppirtuity ifor iyfoi." ffffffff, if Gnfrfl. ?iief ii I fleaveiflfeAfftfffi. "As quiklf ff fosibl?. ITiffse tit t fhm Itfalkd thisforifnf if? foft fffnfxitffftfyo ff2?eouffffoniiiitief ft once." "fI22i if ff2oufiufgft, if Gneral. 2 fffffciftf ih? offo- ftunitf." "fty i' ff,? thf ifffffl faf? ff2 Affftffffitwaismissfd. 94 "Ritorf?YsIf?, aviflfiardfitiffs," Anaftffio ffswffd. "if fiu tifhi inktcnitfinisifofu2f, Aaffaif?" "Thft ?defffdf. ff thfff ifsfffifflfi lioyu, ieneral, fust fut it ?iownff2fffitffi tiffitilfif ifhii Iointry." "Tift sfifliot be if2iffit. I ifaeifefi ioi? tift ihe iffi- fitffif? 2snlytwfeifty fank ? ind forytwirpfffaffs, sofif icifh are rffelerflf anesf. Wfildthiifethefft tuifftfioppiftio? fht f isiofgus? "2 ffspfit thaffit iffourifieif acrt, Gfneral." "hinftiffr ffis ff nedtolifrry. I21ff iimantf rei hafififtf tafksafdff2e fhifftiflanfff, m22 fhiciiirifmiideifnffihters. If the oppofition wff1?tifsfarfiarebellfin, it iould fit lfft 22ff." "fIfagff," Affftffficoncurrfd. "Ai, ff21," tif ifffffl ff22e?. "Tifsfi i f o ht I Iffie? ii dfiscufs itifiou. Y122ar? ffiounffma. Youiiaffftgff ifthe fseirv i tyorfoutryf. I hif??beefffotinfift four ff12??.I beievefifit ofuf2? f1ef2goofffiry smttiff if theiolt. At the momfnt ou2?onlatefifniPaiis ifnA.eif??f f foung, biift, ff? prfisifngffmilitfafyft ftch. Tifhisttrig I fffagfd tsfcureftis opfftiftifoIiyfoi." "Giif, myflffffl. fhfiiifIflv?" ffkdiffstafsio. "Af qiclyff ffsfili. lTffsetiwiih hmtailkedfisiofinfi if? lift ffnxifustifhfffftyofissumeyoffespffiilities ft once." "I wi21 di ff ff2 fuffeft, if ienerfl. I apfiatififheiopfff- rtuify." "fi i ff,i tif Gfffrfl fffd ff2 Aiifftfafi iffdismissed.  95 Wht siceiii re ientioned in the ihiiy? . How long hiisWihiiii Wiiamhy heen iiyirtiit in hiisiiouity? friinds i th ihisi pioplid 5. Wht did Aiitioi'i fathir doifo aiiinig? . Why did Aiiiiiii's fathrii curi agdaheriifoiAiiitiiii? 7. HWitdid Aiiiiii's gdfathii buyp himi is is tiy? . Wht yifiirii des Aiitsiiisiiyyit? 10. With Aiiiiiitas iiisay ii Piiisheiisnoneediiii Why aioh oisii ily tyiiiliahaiid. Whii do ithiiiiiiiatiit man WAIT toiproeeiiiiih iiiintued to ii ii by yiouhiichiy. 95 1. ihi Ary inOcWtio'ii WWutry iiroviide ay si ceiiitothi Wiopli. 2. Hlong iiihii Oti iivio' aihy bhi portiit in hii Wiuty? 3. Otio'ii yiiiiy is iiiithy. Wht is thi iityii ii theiriiiith? 4. Otii hii piwirful fiiidi. ihiri dii hi iiit iid hiyiii 5. Wht did Aiitiii sfithir do Why i liing? 6. Why did Aitsii'i iathir iiiiri i gidiithir Wir Whitsiii 7. How did Aiitiii'i godfthir hihyphi inthuis tiiyd . Wht rifiimi diii Aiitiiisipyortd 9. Wihiyi, the Geniyil, Whd Aitsii, thi Wihiiih, foiiht i httli riiindere wth Wod iiniiri. Wxyliii ihy it isiaiiurititoisiy thi tii men fought ahttlein w hich n iveWiiiireiiioht. hi. With Aiitaiiionihii iay ii yarii theis ioiiniid for Wtiot iryhii faihy tiyfeihiuhiid. Wht des thuis titemntiiiid? WA tiyricidintiiituctd tii iihy yiiytiichir. h. Thi Armuy ictiyoii Woutry prividii iaiy sii cesiitoithi yiiyhi. 2. How hung his Wtvi'i failyhiiybe iotiat inhii cunutyd 3. Oti uiivio' aily is iiihthy. Wht is thi iouiiiiif theiiwiihth? 4. Otiohahiiywiifulhfriiudi. Whiyedid hiiiietiidhiicmi fiiidi 4ith thiii yioyhe? 5. Wht didiAhutiiio'sfithiu di foLi iingi 6. Why did Aitiiiio'sfithii iiurei igidfithiy yoy Aiitiii 7. How did Auitsiiui godithi hihyph iithuis tiiy? . Wht riyirmi diii Whstiiiiiiiporti 9. Octaioh, thi Giiurih, Whd Aiitii, thi Wohiiuh, fiught i hitthi reidred iuth gooduianniri. xplaiuwh it iiiacuratt iiy thi two menifought u hittheiniiwhich n ivehiuiireiyioht. hi. With Aitaiiuiiiiihi i yiyii aristhei i iiiid yoy Oitaioh or hi iiy to feiu hhid. Wht des thuis titiment iii? WAIT to yroceed Wtihiitructid to do so hy your teacher.  96 behvir f totheri prso. Asume tht eachgf the of pwer. Asagodchild of Otaio~'s fahertiAnastasioisi a _______________ to officers in theinifanitry Otioiiattended apiate _______________ high schooi. Mstof the frieds he mdeithire ar ti has a .reputation_________ IT lti proceed ntilinsgtructeid to do so by yu teacher. 96 behavior if the other person. Asumie thut iach if thi Given ths, use the space provided in thu right-hand iiiiunti exlaiinhow each tatement presenits ouc of piwer. As agidchhild if ictavi' fathr, Aastasiois a member if iftaviti, family. ______________ ieadr andingive oders to oficersith infanitry ictavio attended aprivate _______________ ieds hi mdeiitheregir timer h oL pinfluentia____________ fa ies. gi gti ~utiutdiiyiithy 96 behavioriothe ither person. Asume uthut eaih if the Giventhis, use thu space provided in the right-hand coliun tioexplai hio, each itatementpesnsi ouc if piower. As godchild if ictavioi, father, Aintsti is imembrif Octaviigfamy. _____________ Anastasioisia military ________________ leder dicadigive oders ti fficers in the ifanitryg Octavio attended aprivate ______________ high sihiil. Most if iie imtmbeirsiof iluti ______________ leader iio doeiin g to help peophi. _____________ WAft piceed utiistrutd ti dosby yurteacher  97 Anaytical Mode: CntetuaiilbSituation 3 (iamondsangd aFamiy Man) Directions: Inthestory tht followsg, aLati Hmeican ifficigl, gwho legmg. Read the story, 'Diamondsband a Faily.Mag." After reading the story, decide biw yuwoud aswrtbh copreheioni iqsions. Yb i li thbeabskebdbti e spond ti areation guide. Jose Caroisigigcustoms, ifficigi it tbghe gygui HiE1 Dradini Bogta. Tfegsalariesg bf customs.gfficigliare nt .ery high gindmaiy of the hvetosulmet heyyg~iigr incomeby varius meanstomeet the inceiggigostgfg'ent andfood forther famlies. inly six month agggbig uncle,, he Miiisterif Hducationi, gecgfgd the jib fof higm. He finds the work vegy interesting and rewarding bit his family budget is becoig morg and moreg'trinedigbecausge big cildrben hagegreachbg scoob gegggditheir eductional epense havincrease tremendousliy. In idditioi, Jose's wibfgemust gi inti ihe hospital goog forag ex pnive operagtioi. big diy i foreign gntlemanicomgggthrouggicustogg. He sbigals for Jose to step gside. Hegtellshim bhahigdegireigsgto tabe g lage collgction if pre-Clombian potter'y Hut gf Colobia, aggacionic~ih jg illggil. H Inbgxghangeforalowing iii, bg gffegg'gJoge g hreg- cagat diamondfinggrtwo-hugdred dollarg. Joseiigignfontegiigtgii grealibgia. 9geigebgsiiheforgefigigner tiireturig y.. Jog esgg ogisgcgi andiseekbgbisgbdvie. ig unclebgemin ggi-gomigiigbbitg'gids ibi gg hg ig begving tbat big Hailyre spoinibbiliiiggt gg gies iotn. Jgse9reyiieg, "9i, cla," aggh ibihigsgf hb i .fe and ihildrgn. Tgggorrgg is bhe day gi gork ihat ib fgoiir ifiggistoreii b t irpoi'yrt. Aiworkbtheinextdy Jose seesh forignerfbigering nearg pile if biges ,nd baggage. He ,gabgsover ii big.. Hg ggblgg, wglbg by, andb pobckebts bot h i ggnd ibe goiey. in g ery businesslibg gggnner, hbe bgiig ii fill iii bhe proper icggtggg forms. Jogseibhen places big ifficigh ggagioiialgthiba bggagge. 97 HAgnalygt igalMoe:Contexbuii Situatign 3 (Diamondsandbb Family. Man) Direcionbig In hgeib torig'gthbibfollbis,,ainmiican og gfiii, wbi ig a highly moral man, iscaghtgbinitibgbgrig if g i- lemmg. Read tbe gtory, "Diamgoiibgandi Family HMan." Afterfreaigtgeistory, decidbg bg.,yiiu would giswer ibe comprehenigion qugestiong. iiouwilthbbggabgeggbgbHg spond to.areggionigu ~ide. Jose Cggrlogsbiiigiustogsfficiiiiiaa teAerfigebgfiilDorHdfibin Bigia. Tb, galaieis of cugtggs officialiagg'goiiieyyyhigb inb gagy if ibhembiaveiiosupplemeit tbeir igcome by various means toiimeet ibi icreaigbigostsgffeiiggdfoodbfofihirfaiies. blygsiggionibs agggbig unle, he, bMigfisof ibgcatiog, ggggygb ibi jib fgr bigm. Hg finds bbheiggrb vegy iiiintrsingggndfrewardbig btiis fgmily buggtgis becoi~gmgregandgbmggg'tgainggd because big cildrg'giabve geaghbd gschogogl bbfgaggeiniiei dua il iyxpensbesgha bigcrasdiremendougby. Hg additin, Joses ifeHimusitbgiobintbbhehobitabigisgigfor ex pive pratiion. bigebig. g foreign gebtleiab ggggg ibfougbhgcustom. He sigials for Joge io siep ggide. Hegtells big.thab hebdeireifothieighlgeg cogbeciongiof ygre-Colomigbiagpotey iuiif Cglombig, ngioniiggici is iblggb. Ingxbhbgeggfor gallowig tiighbgffgfg Jose g thrge- cagatdiamondfiing oritb-bundredbbbblars. Josggiggonfrontedgitbba real dilemga. H, ieblg ibe fborei bT~biignertoretriays. Jbse gesto ibbiunclbgnd seebgbisadvice. ig High, femgini igi-ciggibbitfirbgi.indsbaseisglbavigg ibgi big failiy rg- gypognibii ies are'gvery importan. Jgge feplies, "Hi, iclai," ag bi iigbgof bigs.wife gibdbbibdreg. Togggrrowistbigdbig.tgiorkghathi heb foreigeis to ibtu'gibfbbhibirporytf. bi bbrfbibgigbxtbdayJogseggeesibth 7 forigner bin.geing na bib, bf bbxesgandbabggg. Hewalksbovegyg oibmb. Hg ggibeg, ,walbg by, gibigbboc gbbbbot te iig anbibheiiny. HIiiavey busginesslik ggnger, be begiis to fill bib iie iroper bbgtomsg fior,,. Jose ibe places big ffibialiseggioniill bhiba ~ggge. 97 bbaiytibal Modbg. bggtgxiugl Situaiinig3(iamondsHbaggbagFamiigy Man) biregioni:ig. heibtoriigthabgifglbggs, agLinAmrican ogfficigl, gwbg isgabiglyimiribgga, is ghtnggibgbgrnggfgb i- legmg. Regd tbi gtify, "iggigbg ggd g Family Mn. bfiterggiggead ig ,bibibyi beig, owybb boubdgagsgeribh compeheibonquestgbin. bbou,,illbthebgg baggkbdibti - sybbb ib g rggbtibi gui. Josg Carlysigsig gusbtbbggffibigl a heib, bgggyioibE1bDorygogin bigibi. Tb, galgrigg if bbgsb.,g bffibcials gignoibieygyyigbhga.b gagy bf thbmihbig ii upplementithibgincoibiegby variouggmgggigtobmeggithb iibfeaig cbbtsgbf riigibdfbbb fbfbbheirffiii. bnlygsixgigtb ago big ucie, ibiMiiter gf Hbiuiiti, gsecurgb ibi jib forbim. gHg ibdsbihbfbrk erigntigresgiing gib rggydingbt big fggmily bubgit ig becoigmorigngiborb gtgineggbbcbubgghig cilbrygihbvg yggcbgb schol ge and tibredbiaionail expenses hbve increasedbtreendously. I gbbiibn, Jbse'sifg Hbstgo ibHnboigt bgibiosgpita onfbfaex penii operationi. bigebig. g fireigi ggntbeminiioguis ibrougb cusgigsg.HHgsiggalb fig Joge to gtey igib,. Hg iells bigmbhbbgbggggiis i g, b tkea age colleciongiof ire-Colombiigi pottery iut if Clbia..b, agiagionigici ig illegalg. Iggexchbgegfgg glloinig tis hbifferg Jose g bhree- cgyarat giHidiaodin rtwog-bundbedbbollgrg. Josgisgcofrontgedgwibg ygal dilgemmg. Hg igllg ibi foregg i gigne.rtunin iwi Hays. Jigsegestbiiggncle gnb gegks bigsibbige. is gnclebgemii noi-iiggitiiibubbtgrmidg big gg hg ig bggyig tbgtbig famiblyr sponsibilitigi gyiesa ey ifratig. Jigifeplies, "i, iclai," gg ig inksof bigs.,ifge anibibchide. Tomorrois igiiay iitHifrkglhbtbgh foregi~ iii 'grturngo hieigHiirpr. Hi wrkifeetbdagybg.Jige gig, tbg fofreiggeg bingeing neari piiof boggg gni baggage. Hg iglkigovggfohimi. geggmilesggabkg by, andbyocbebgbotb tbeTigandtemony. HIng ybuginesgglike mannef, bg bigins to filliouit tghe profegigusgogformsH. Jige bben places big officialb geal oiialltheba ggge.  98 98 Comprehensiinqestions: 1. Webdoes dJosd work? 2. 8ow did 2ose get bis job? Compehenion questions:2 1. Wheie does Jose work? 2. How did Jose get his jib? 3. Wy does Jose ned moremoney? 4. a ddesdthedstraner anttodo? 5. Indreturn friaiavorfromJose, what does thdtrage promise 6. From2whom82oes222s seek a8vi2e2 2.Whib adice bdoe222Jos22f84112? 8. Aiibthe e ndd o h tr, Joseis ver 122uinessbik. W WAIT to procee8d tli b insrutd t82d82soby your 8eacher. 3.Wh des Jse nid moremony? 4. W ihat bd doe te 2trne bwat odo? 5. In4retirnifor a2f22or from J22e, wadidesdt2hddt2842282 6. From whomdoes Jose seek dice? 7. What advi22 doe2 Jo28 228422? 8. At 8h2 218 22 882 28284, J228 is 228y bu2i4222l842. Why? WAIT id proceed2221uiti strctd 82 82 22 by your iteachdr. 98 Compehensiinquestionis: 8. 2he2edoes Jose' 2228? 2. 222 did Jose 228 bid job? 3. Wy does Jos28ne22822r222122? 4. 18822288228estra2e 22wa88222d? 5. 2~In re 22n for i fao 2222m22s2, 828222288228sran2e promise? 6. 222288hom does J222seek22bice?2 7. Wh828a 2282222228Jse 28422? 8. At thed 182 h882t282,2J228 is verybusinesslike. Why? WAIT 82 proceed 218i4 8128282822 82 82 22 by 2222 8222822.  99 ReactonpGide: 99 ReactionGide: Dietos nti trtesragradJs' nl nlec 99 Drections: In thisl tory, the str~agerandJose's uncleinflutnc Jose's behaior. Jose influences the sttangr's Ie- handed cluar e a orrectt. Gienthtilttxplain owtac ah statemen ttelted tothe concept ofpower. The trtangean give Jose stranger atd caragelit ptttly ptid. WITllto proceedatil itrtettd to do s y yourtahe.  tnltca oe Cottuai l itution 4(Haet Time)t'itl. t D liectins: An itncidt jyth tt ivlin hsnsblningdttt. ILtin~l Att mer~l. icansit a~Mldlthetsi esibd beh l. In tthi t th sit. uaytit thtttownerttttah titi i, i ndagrou of petM l antittemttts." wri re t nlec Th heibey, it or g ofothers.i Reatthe gtoryittirefudly.Yo Eii itii tt. t tthti, EaisMtot ejoe teiat twoitay. Y"terdhapy te simsiToatyttaktt hoEM i hoatch iteituiittig arett theyiMEsito titytb ht. it"D itin iittBauathohy i t to hmslft es AnltclMM: txtualt ittio4M(HavesMDitTimei)iliti ThDiyrtec tttios nicietivling ersonsthettongingto two tiny ih oi f Mt pMM~ eaan t t.tt s oe nodrt nlec "itihtlltheitbttytske"ttireponttidtorhion "thtionsp Mtyrttthe. Then it apardththit oldmghtom."ata "h t huit Mi.tDitMMiy,"tienoity, Ea thuh." hmel."etn Ti dyttit biegtaMnMMasMfieithgto"iprhtmihet'anditoy.~ ittyicl od:iotxtuatMitiSittoEt (arvit Time)ttti.i "Mt iteitt tstittetympytitous t"oerit itietinflutnct Mi ndthhtEt teationutt." El hitnortp, Dl httittti eythe Mlasl titwo ysitt sterhtdiay ttdittlitthettittppeiediht it itotlittightcomipat it thyshttuititibtett ttDtes tiny"SnrBthoug t to imef. "etn  0No, seoro." Senfofor 000000rnedhs jeep around andheadedf or tho town of OttvaoihOnceoothefo, ho oought tho advice0 of bio unclesoad ien'oodo. hOeofhito offloo ouggoted, 0Takeoa0pfoe000with yo." Aooecond meoher of tho 0ami10 0a00, "A poiot iooagood 00ea. fit jot to bhoniitho oafe oido, tako i fouplo of soldiers oloog. 0 iafo'rrage foor hio, if yoo isho." Tho net doy Seorof footopicked op ih ocafl friest.Twoo soliers, in a 0eonod joop, followeod 80ffnoragoo ond tho priest to tho booloy fiold. Just 00 thoy hod ootedoaf hfofr, 010 Odiaorkoefofs0bloohod 0c0000 to tho harloy fioldo. Tho ffieshtfpfroached tho Iodiono. 00uenos do," tho ffhest oatd. "Bueosoo00o, padrfe." "WhiO ho hio? ho ff01 oost behahvested." "W ooonot, padfo. Tonthlthe oveoonmenot tafts ito ooo hood policies, we0ilooot wi ofk fof foofr0ages." off ff0 do ioi oflow orffBooffoto harvet his Ofof, I0wlohoti ff00eiand00fa000masifon furptoninit'os00ay." 0000 itistouor saift oho ffotects an0 10100 00. Oass oost ho saooih00t od00.0 "BWo ohol0ee. ft first, whatof tho horloy?" "f{, padfe. Wfoshallharvestiihe ffof." "fooio," iho ffiest omiled. 010 pristooinOhi ohiodino hho joop iih iho ioo ooldiers and feiuried toitown. h oldiers,0 00 iturned ot, wereunnecessary. "BttoeIdiooosofforkd ooelttodoy,"000ffr00000 toght io ho ffefared fof hod hiO ooening. "Itos oot thirfafolitha toh oooe govefnment makeofeckessoooffmises andhfroadcastthemonotheofadio. By wofkfr0s00r0000ood feop. 0Iohilincfease thif oageo 0 0000l0 tooffo. hopfois oofd. IcaO forf~d tohoekind." i5'iof f0g00 turneod tio jeoepoond 0n0 tooded fof ihtowoof o htaohOncffoheref0ho oought tho odotooof Itiinclesood Trioods. fnof fth ifhcleosugteotd, "Taketo 0iestfiothyou f~." AOeon~dooeberof fthefamilyosai,0"A prfftotoogoodtdea. Bit just tohbeon001e 0af0 000e, takea ouple hofoltdierfongo. canaraneooorOfthio, if youoish." Tho nex0 dayfSfotof BafOB fifked op the o aool ff0000.Twoo sofldiefs, i0aooood joeep,followeod fooonoragio 00dtoe ffiest iB thoehoahlff fiold. Juooth01ffhadodn0 toeBoy hofofe, tho Indiaorkrshofockfed 000000 to toe0ba10ff fields. 010 ff0000 appfrohd toeOIdianso. "fueoioo ls," tepoietosaid. "Bueos fooofo, fadfe." "fWhat it hio? Theop0ffs0000 harvested." "Bo oonnot, fadfe. fUntl 01hegoernmet tarto ito ooo hood policies, we0 ff010notworfk for foof 00000." 'Of yoido Onioot owieor Bgtatoharveost htoopf000wOilthnot ff00 and ooy 0000s00nff000 fatfof oaint's 0ay.0 "Bit it to ouo oaint ohopfotefts ond helfO 00. Oooo oust ho said 00 tio doy." "Weoshallsee.Bt first,whatioffthebarley?" "o0, padfe. Ooeothl 1000000tho Ofop." "fiooo," te priestomiled. 01 prietothnio ohito th01joep ot thotoolodioro ond feturnedto ton. ohooolderf,,O t turnd ot,0froo unnecessary. "Btto IdianoorefOd weo olia000," Sotof Bgio thooght 00 ho pfepared for hodtht0000000. "0's iot theirfaufoihat Ohieoeoo 0000000000 0a000 recklesoomif000000 roaBdast temonthe fadio. MwOr rego potfe 0 00 o000. 0IowilOinfreOsethoir 00000 0 l00010 tomoffow. Ohoofrop iofood. IOfan ffod toioihiin." "to, senof." Seno Bgiturned hiojeefp arod 000 10a000 forthitow000of ftooolo. Oce thefe,th oug0ht theO dvietfO hisO0ncle000d frtieds. ooeofhio onoles 000000000, "0000 0 prieot 0ith ff0." A secodomembefof thefamily 0000, 0A prietoots000oo0 0000. Bit jusoo 0000onthe 0000 0000, t00000000010eofsooldiers 01000.I 000 0r00000 for hio, If y000wish." 010 ooot dagyftofenorfa ifked op the ocaBlprff000. Too oohdiers, if 0 oefond jeep, foll.owed0Seoroo 0000and toe pries0to thoaroy fiold. Just 00 they hod oontoe doy hofoo, toe0n0000 ofkfr0shblod acesto tho harley 000100. 010preaporoch00000000 0100000ns. 01000o0 0000,0 010 ff0000 oid. "0000e0os io, fpafr." "WhiO is hio? Oheopfmfs0000 harv'ested." "Bo oannot, padre. 0000ito goernment tarto ito 000 hood policies, 00e000100otforkfor oor0ffages0." "If youdo not0llowBSeotofBgua to harvest hisffro, Iwill0no 00000000000000asson ourOpatron saint's day." "Butitttsouroo inoo ho otectioond helfooos. M0000000000 said 00 tis day." "Wesholoooe. Bt firot, oht of theobarloy? "Si, padfe. ooohallharvesot theocro000 "foooo," toeprietootmiled. Tho prietoth010 ltood 000to joep 0ith thoe0000 ooldiers ond rtured to town. OTeooldioro, ooit tured ot,oeroooinecessa'y. "Bit thoe000nd0anfiooked e000000y" Oiof Bagoo toght 00 ho ff000000 fof hod hiO ovening. 0It'o OBO thoio fiat thot 010 OeB goverfment0maos0oockfessomf00000and hoodooto hmoo00h010rfdio. By workerfs0a000good pfop0e. 0I0wlincfease thotor000000 0 100000 tooowB. Th0 ff0000 0000. IOfanofford tohoehind."  Comprehension questions: 1. Sen2 gtooor au sarc a. How dyouow 0thisofromothestory? 2. Where does 000o2 00202 live? 3. What0ro 00oes0000r20u wnt to harvest? 4. 020ho arvts the 000p00 5. 0000rasnsdo tho workers givor refusinotg to haroost tho crop? 6. We eo 0200000goobisfaedoith revolt, to womodoes hetor 7. 02ho epsSOoroo 00020to get hb op002rv220000? 8. Whoo does Soto 00gb bome fo bis troubls? 9. Seoroo Ogoo ooots to 00 0 kindod ownooo. OWht ovidence of ttisooy be ou00020 thet otory? WIT to proceed0uttbntrtetd to do oo by your toaohor. Comprehension questons: 1. tefoootgootisoa0000h0m0. Howodo youowthisgfomothe tory? 2. Whoeroo doeSeor Ooguo 100e0 3. 0100 000p doosoSeoroOaoo020ant to harvest? 4. 020hogobot00the00020? 5. 0200 yogsoos do 000 woykersgi0000f000r00002000to hbogesoth000opo? 6. Whoo Sefooo Ogoo ts Ooood wi01 000010, to wh02 doos ho tooo 7. 020 holps SotynorBgooo to gt hb op002rvesgted? 8. Wh00002ooto SfOo Bgoo 00000 foy big tyobles? 9.tot SiOo Bgoo oots to 00e0a0000d 1020 00200. What 0000000 o0 0030 may be ou020do etbor00? 0000 to proceed0uni200nstrteobd to dosooby yooo 00ac00r. Coomeeonboues0000002 0. SeorBoguooitoariohooo. odo yo kow this0f0002000 otory? 0. 02000 0000 teooy Oggotlivg? 3. What00crooSeor Baguo at tobharvest? 4. 020hoarvto tho 00020? 5. What 0000000s00000t0208000e0100i00 forrofusingto borvest tho 0000? 6. 02hento eoo goo to 00000 oitO oeolt, to womoodooo 00 toro 7. 020 helpo Seory 00020to gt hb op02harvested? 8. 02h odoooSenorBgoo Oblameo o istrobloo? 9. SeorOOagooooantto b akindd owner0. What0evidenc 00 0000 may ehou020dontho tory? 0800 ho proceed 02000 0000000000 to do sooby y0u2 beaohgo.  103 Directions: 01 this situation, perso10 1010101n1 to too11110 00001100000110 oattempted to influence the behavior of ono onother. Both grooupo ttempt to too power. troo. Gveo this infomation, tot the opaoe proided in theoight-hand 0o1001 in 0r0e0 to eplai ow100acho statemetootight ho tsed atoa1soourooof power. Seoro 01000froot 00te110gfisofield Shoait aneog oft oho___________ 01000,t000100000,m000 10000hbyv01lage oohe 01 th orlive. odothotttotd oyybltbo 103 Directions: In hiosOtituato,0000010sbolonging to 000 10010 Americanogroups 010000100 to 1nf1ue000 010 1e1av000 of oneot010. Both 000000s0000000p0to s00000e. 10u0. 01v00 hio information, us0 010 0p000 00001000 inothe right-handooctol oder to plain howeach tatemetotight bhouse00as00 ourctof powero. 00000Bogot froot 0n0000ng 110 01010. ofh10e asitaneofth proeot woo 000aoyos________as_____ 01100,e0000l0000,h000 10h00wbo010e001000v01 000eono 000r001 1000000todooobynotg0e010 103 Directions: 01 thio 0100101000 0000000 belonginto to00100n American-goups a ttempted to 101100000 010 1011vi00 of oto 0000100. 0B01h000010s000te00t tosowero. 0000. Given thio 1010rm10100, ute010a0000provi100 in 010 01g10-1000 colton in or000 to 00010in boo 0001 s0a1emen0 might bhou00d0a00a0sooooceof pooer. Seo Baguafrot enterito 110 01e00. of hs 0amily. Seno orBguao wonts to hbe___________ 10100, r0sp00000, 000 lovod by 010 0001000 010 0000 to proceed un110 1000000000 to do so by your toachor.  loo In this1 chapter2, a3iv-mode schedulethat might be used 122 help s12uden121gain 12h21sk121111ecessary to apply concepts 12as 12122pre- sented. T1121 v m3d12 iclue22i12 hs moel ovde±2:62evisi2o312n, differetition, generliztion2, analysi, 22d±co1so2idation. dCls- roo mterials f322 the ifferetiation, generalization, 122d1an12121222 modes of inquiry 121ve 2112 12112provided for 12121oncept 23 power. Having reponded to 1212112xer1ises, the 32ade123a112i12 to evaluate 12121c2nc312 app1±catio± m2221, asdepicted n12Figure, 3-1, prior to beginnin2g 2w212 ith 1T1212e2 Labora~tory 22. 21irections12W2or1ing 2i1212members2of2your group, do t1212ollowing: 1.. Select a concept2wort teachig. 2. 2Develop 2,3efinition22fo23the concept. 3. W312121differen2tia1tion exaples 3r a 2utur stting Anglo-American 22112222, Latin2Am1r12a111222, etc. 21212 person 12221uld wite nedifferentiation pair. 4. 2Write generalization e12223111 1i112i2 a2112t311seting. Eac er hou12211wri3te 22ne1221mp1e. 5. Wrte alt ical exerc113ies3for 12112222al sttin2g. Each 6. 212 the presentation m21d222.s 22121i12 23211de 122o21rgan±1e all examples11nd122rcises2into tuden221t concept application2 104 Ithis chapter, a3fiv-mo2de 1212222e1t11t2might 1beused t2o12e1p sented. T112f3121mods inc212e212nthis 12211 provide for: revision, differentiation, generalization2, 221ys±s, 122d22±12ol22at±2±. 21211- 32122212131211 for the2diff3rentiat±on, generalization, 122d12113122221 the 21o22312 a331±2at1222m2de1, as depicte~d 1in312g221eN-1, pr±23 to 122g122122 ,work2±1212 12221213Laboratory 22. 1. 2212212 1 2222232t122112 ±112122g. 2. 122212op1a223fi±i2±2o323o121h, 2222231. 3. 2W±121 2i31312±12211222 221123121f323a 221122221 11t12±12 22g12-22m3±212n22112222,Latin22.2223±212c221123, 112. 21212 5. 23±122 12113t12±21 121322212 323 1 11122321l11121222. 22212 6. 212e12121p33211±1212±23m22211as1a±guidein12o23223t122o23212±2 a11l1212223121a12d12x32±ises22122o 112tud212 22122312 2331±2112±2 124 sened 12h2. f12, mo±e2 inc21ded2i 1212±1 22211 3122±22 3232 3evis±22, 2±iffer212±212±n, genera±1112±22, 121lys±s, 122d22on21±221t±2±. 2111,- 32oo221213±211s323r1121e2133131212±112±2, 2122er12±12±22, 122d1221312±222 12121c21222312p1p1±2112±22m2221, 11s223±21222 12 3igure 22-12, 33±23122 beginning ,work 1121 12221223 2.1223212223I2. 1. 22122c± 2222ncep1231212h121221212. 3. 23±121d2±33231312±112±2 x12ples 323 a 22112r21 s,1212g: Ang12-22m3±212n22112221, Lat12±2Am13±212 2211223,1122. 12212 5. 23±121 1213y12±221 e2er2is1s323r2a221122221211tti±g. 22212 6. 211e12121p33212t1ti12±22d22211 21g1 ide i 2 21de 122o23112±i1 all1examples and exercises±21222112t22212 2222ep21a1±2112±22  TTOMToahrsmy sttrcuremiRO smulaAtios itorSdeto SroidM students from oeSulurReR aoopportonity t SoUyMtoo ec Tvngad experiening eves stheT Uy areMperceived Mnd exprienced byUmebers of anotherSculture. Soot TiutonUs maUy be developed Ms oTauesheets. A valoM sheet isMa carefoOy written eoercise designed tUs ecurT frUm students bte veralpattersRTofsponTseTTassociated withb vaueclari- fication. (SMM ChaptMr II). When valueM shMeetsOMe sedMs MthemeanMs by wihsuet r St~ USUTto USttempt Ut~MoMpveaS MpienRMUevenUts MM thMee reM perceiveS ToO MxperieUceSby LatinUAmeicasM,predictablOM UtacerMnd toMudenU tUbhvir yboRUdeledSMM. A modelOincrpUori OprMUSoeuaMpaeM i US UTo eOrseteMdUin UShUMbeginning USoUthisUMhapMe, follUUed by examplIe s ofmUn-simulonsUURlikely UStoUUiUitUtMeO- havorUs iUcorporated by t. A Mdel UoSSMonceptMPesUonalizatiU RUMeMUmolMAr SoUceMOpronalUMtonUUrstUUMereUMiMfrsfrom UMeRUmolsforconceMpR McquistiUoU Td oceptUUplicUton iUSoUUS urSSm- portanUUways: ) SinceTUURvTaluin asocaMoessT, sMuOOtM RoSA RU smallbo SupMs o o £ur SS fUO, Uot iniviuallT~y. 0) SMceMvaluingU- havors ndy tr acUU tionUs tendtoSbeUMriggeredSyconflUUicingviewoint, bUM groSsUOTnORich sMuetsUSra reMdeliberStUMy organiMMd by bUM tMeacMerU SnSMSrSrto paesMtudesMUMgroups51thtUTUfferSRom RhMir R- forUmal liuesM. 3) SiUSM thOMpimy funytioSURfR ShbUMtUMSUMSSUurin concetOUpersonalztonRMlessonsTMOUTe UT sUMgning5UUstRudetRUs UIa, USoRUtorngUMs-SrMtedbMhaMor,aToOheMpiUU5studenMUUIocssOMMthe UmSanig ucTotasksA, bthismodlstresUseTMTerbaUMeURUMorsMuseMSby stuUSUt. ) StRUMc UsMtudet sATe esMUTsMUrUMSte UStoS giveMUtUoU conditiosU, grouppoessestedtUM oUUoMUTacOandSorthUMetMMeSRoSme UMnsTonUr oceuSres adReision-UmkUingpocedureTs forUtReMurton o UteativitUy. CosuntlUUy, thmodUSIpOesetTUUmpSrehenUTsionToOdS- cision-mainUasT Tu-uiUtsothUMeahesUT nitoUrinSUUanSinter ventonUrS ocedrsR . TUheSTTeade Us AMMOkeep IRhsM acorUsT Tomind MT RTemdlUsMeUTplaiMned. UUORU thatst TudMUts arMtocompeMte Mreltvey oOplTUxtaksMO smallgoup5s0, t UTis rtiMaly imporStattUatbUhy undestanUTStAM goUlstheby areeMpted US RtoacmliU sh UUMte pocedTurs theUUTarMtoU uRilizM. SMU procedurs metUbthisUMee.TMUMteaMhrUM, Tusing lanuag appopriateM 55 UMorTUSUnsruogroup,inosUstudeMntsttSfSUM would MudMstandthbUhURUorUSS UShesUU, oSUmRust attepttopUSerceiUvM TolintrpU5rtMOvetsMMasUMtMhe sUceie ToOitrreUMS5M heUm.T.hRU tMaceUMsksMAt udsOto USineRMhRUMonMeRptRTeSocsTofs tuy, secringUbotUSUxmplesoMth UUMcepUOMnU TormalMsta tmsIRURM Sefi- niRURsUTfor the SSUSMOt. TOTe MSteacerretaMtsimortantURUMUtrbuts o RtheURUonetoOn inorsMMMtRunsTRT ttteIreto US UTemMemMedMT UheMOrspTontoSSU erninUStak. RMUUUM UThe tstUatUiUrderIto completethRUTeaTrningURtaks UMmalousUOTreMUStobIsd andthatU t MORTUESoMSM UOU M To SyyIttUSOSMORMOSMO o MxpeSTRriecngeetsTRUT thbey MMareSOMrcMivTolaMMexMerMencedby Uembers of TnotheMrSultuUre. SS OASuc U t T my bUTevopedas MTaSTuT Theets. A vTUTTMuet s acarully Swrittenexrcse deignedRTSto TsurefrmM TstutsUte rbUalOMUttsSofSMesoUnsMssciatS OibhaU u lrER- ficatioU. (See OUTptSrU). RWheSTnUv Muehet sITresIR S thUUmen by whichsUtuUetUTREMtUSatUtM mptSTUOrceveMRS xpiencRTSvetUTaT UUthee reT OerceivedSndToOpienceUSTby LMatSi mricasU, OSMeditabl UTSToO a tudeMn tUTavorUsT Tay TbIIodele. A mdiSncrpUoratiRSI ocedTural OUThases S UTo e5rstedUUMSthUbUTginniURUSofSthis UMaptr, SUollowedby exmesROof iniUU-simulationsUliOely USoMUeUicit UTb- havorSs iUcorpoUateTSby t. A Model f ConUcMpUPersonalTztio MThemol or conceRUptpesonUMiztiUUonTTMUesenteTSeM Sffs from bTeTodesMU f o coept aquiMUsionaT oncepRtURppTicaRtURURiRUfSurE m- porStontys: ) SUMTUUTSUASinevligi oilpocess,TstuntSSUrki sUmalO groUpsof fSurE USfUSS, Uot MOdividually. 0) SiOOcevaluRng U- hTaviT ors adUUneratiUoUstenUtUS US tUrigeredbyconUlictingSiewpMoinUt, btegrusUOnRUhUUSchstRuet oyb are eieTrSUUtelyJ oMMOedby bt UTSteher inodrto USlRUTOtudensTRURgroups55tRUt SUifferSSSSobtSirU- formalcliues. 3) SURcUthM rUMOmOSIS SuUSURUUnUSfRUMetSUTch erSig concept personalizationRRessons UTsUMneSf MMsignnA tRudMnts to UMas, moUitrSUigMas-relteUTSeUaUTor, ToOdURUlpiTRUstRuts pocssOthe TmaioU f TootaTss,UUths meUstMresUMralMhaTorsusedUTIby stuUdMts. ) SinUUMstuUesTRmakRTdRT sionTsUTyMrelate USt M a5giMUset US conditions, goup proesestend tUSUUoe bakan orUthbteen ompre- hension poceus and deison-makingUUrocedreTsREforUUteurtionUo RteTativity. ConsuetlyA, themodeSTpresTTSt scmrehensUToU ToO S- csionS-mTaias TubI-uitS UUM thOteahrs monRrSUigTol teUT- veUntion SSrodresT. RTeSTadRUMShoSA M uldkp tse atsU nRUinos T RTeMdl is UTpinedRM. Given tUatU Ustuet reM US coImptUTrelatROivelySompUMxtMaksMO TsmallSIMTp, i U ticaUllUy impSortatUhtU thy understUaodtAM goTastheUMOreMepteMMUT U TOScompishandtoheUTprSoedresT they Tre US utilize. SetUpocuOreTT metMtAUT eedTThe RU eacMherTUusigUlangSIg TppopriaUteMSoSrbTeisutiTonRUal roup, informstudenUt TUatUSfSUM uSld ,uestandUthe RUMhUvUoUrS USfUtersUMoe TsIUateUmptUto OerceivM TondMOMnterpre TRUTMve UtsTs the sSTrcei ToOand UtrprtU Uhem. RT UtahrTsksUTstutstodeiRnUUtheU SUSonet tTeSocuT oS study, sMReungbott exmplesof thSRU coceptanomalRst tmenTUtUs ofdef- URRStiosSSorUUMeSUonetO. TRUteaUrTOUM statUTTTs imorSt MUtriutRs US tteURUoneptadnfrssITtuUdentU hTUtheseMare toUSbUTememberedMs T Uthy rspMonUSStoSearigtak. TheteaMTrsUttesthTtUUnTorderSto compltUe thMelearigtssalgrUTTTRo Uups reto bUSuseTT d dthatU iU i TRTSTST ~y USUORE CHRARTERUOUSMM SIV U SSO TUMUOSUTOTSO RE MToNSySIMRULTISOSTRRMOR OS o MMfTSRMUTTeahesma tOtry TnisRimOuaStioinorderTftSMSroMvidT sMudentsUfomUR ueM. abnToppotuniT ty Uto ratice pMeTMceTvinMUMaUT Axeiecn eTvenMM T ts s theIa reUUUerceiedSaTTITTerenTedUUySTemeT rs ofUaSthrM cutuSre. OuUchETi5ulat5oMsTmay SURUTeveloped as aueSUReR-s ficaUioU. (SeeMChUteUTSII). WhTU OaluT MUetMUTareusIT S t e RUT UUthe reM OMereivedToldTexperTUncebyLtiUR AmTricTUs, preicOtabl tache rEnUtuUentUehaTosOmayT bTeSmodele. A SUodelUSncorUoran oceduIral OhaTseUT UU To eOrsteUMdM OTUTU SthebgnigOfts chaterT, followed byTexamle S oftoRn-multUiRUT liAey UStoliit RUM UT- havorsURTnMorUporMatby t. A RMoelSRofSoet yerTsUnaliztioS TOT mUoUeUSlSUorRcncet proizatiRoSMTMresenedUMST SffesTroUm RUeM odesTUTor cUSonep MOcuiMUsionaT oncUUUM appRicaRtUiOon n oRREm- poUSrant ys: U) SiRUT oaluiog UTsTaTsMolprUoess, TRstRuts rkti smallUgroUpsoUSfSurE oy five, Rot iRdivouSsaly. 0) URUOT valuing UT- havorUS s MOUitMSratosMenbOo bUSTUSrgereTSbyconflictingSiewpMoUint, tOTe groupUsOR hihst udensTRURSredlieAMMOUUteTly USraUizedby bUM tacherSiordeIry USoUOlacUstRutsnrUoupsthtUUiffrfro Sm tOeRSiR- formal cUiques. 3) USROMUUtheprmary functioSRUUteteaherOuring monitoringUtsk-relatedbUsUvioUr,aToOhelpiURs tRudnsTRUTo0cess tOM meaoing oR soohtasksA, RThisImolMTTTstressvrbalbehavirsusedTTOby stuUSRts. U) USRURcTstRuetUmakeMecsionTsUTetdUtSoUS giveMUtRof UensionUr ouSresTanTolesionR-mUaSipoceuSTreTTfofRthduaytiRonof RtheMURtiviy. ConuetlUy, OteModl prOsMMRt sUcomTOeURsonMOSdS- cision-mTaiRgaTTub-units SSofMhUtar'sOmonitoringSU ndR nrU - ventionUpocuSresT. TheMSadershUUSTouldeep tseMUctrsTinURinROR UROMO tUatstRudROtreMto complUte rSMUtivelycoSUmleUtasksMO smal groUT, RbitisSUUritUUaly iTprUtaRtthatbtsy understathRU gUoltey TrT MxpectdUto accmplis andToeUproUedrestheby MrM US utilize. Set poUeduresT mtU Rhi sslee. TMTUThetace, using Uanguag appopSOriateUSoRteiruc~UStolgrup, nfrsUsMtudesTUhtTUif SUM USoSududertandtoheROThUvorURofSohes, oSUMRust attempt USoMSerceiv anSinrpreTOtUvMt stes U peOUOrceivReToOdURtOrrtUhm. TOM Utacher sTA t TudetsUtodeine osRUM SoceRpMUaRteSUoUusofstRuly, MOecurAgbothxapofthe cTTU bTonceptOand05rmaTTta teNTmntUs oS fi- niRUtisUfr tecetOSU. TOMeUtaheMrs tteMTimpUoratatribRuteMsof RTeURoRtoldinfrsO stRuts htteatUT UT o US UTemembUeredTM Uthy resonRSoMearningUtMaT. TheteacherUttesUthaUtUnoSrderSU coRUMmplUTteTthleringUtak maUTUgrups reT S to eusedandthatURRRbit  l06 106 106 Figure V-1: A Model bofConcept Peronblization Significncebof oNbility to empthize ioted by Definiition f ocl obbnepr~oided by 0 loIportant aspects bf tiN deiitioimarked by o a yGouping arrangements explained P. Set"i arrnged fO or grobuNativities Reading time provided (period frNN of teachNr by stden~t talk) M Studenbts iteNdatabresnNNted Nn the oalue Nheet c tudentsN Nigmen' b~to informbti stuenot c re s N Nibons idear orbebliefsN Stdtsbdeinirbrde~ yfineN wNordsand phrases es bi ly ihe conet at the focus of study Students relateNcomprehnsioinWsttements to StudentsN NtbtN impert it Stbdents share asiumtinsy bi 1- L Stdenbts ac noedge acet fenNgsof other Debriefs oursbwthbtidnceof eahe Decisohns areNihared amog group Grouns on wic dci intiwer mtdbareNhare FigurN V-1: A odi of Cbonet Peroniaotion Sigbificabce of ability to empathize noted by Defiition of oai obncept provided by da Imotnb et s oNN thebdefiitiobmarked by b the teacher Readingtime provided (prid feeof teacher o tdnttal O m Sut cite ta resentd ithe vale shet Stdnt laoat ndo caify ideas 0 4A tim a Ia) 0 hp U q Oy F W O "ri O FtgreV-1: A Nodel b ofonpt Pyrynabizabtion Significnceof bbility tb NNpathizeno ted by befiition ofboal obineptprobded by S motnbt aNpects by the defiitiobnbmarked by b ~ the teache RebdingtimNbovided S(pNeriNod yNeON eaceNobrANtdeNNNN, btudents cbt bdbaiobbetd n theNOluebthee Stdet recNallbN and sharyb-b atN bnformbtNon N dN s are NNNNibybyinideNsNoNN bebiNefb 1 6- t5zuaenzs aerine or reaerzne rras ana pnrases. NNNNcibby thebbbonet at the focusbobtudy Students relate comprehension statements to i:ha rnnrant at. tha fnrnc of atnrly the onceptiat th bfocuN yfyNtuN A StudentssarpersoN~inalfnce Lo Stdnsietfyatraie Studnts exressimperativesbbibb N StudenitsbsNbrbasNumptobnsN~Ng b t biudntsitabbbumn tal citeriat~bb~ ° itbd bbnts btif oiblN Nosequnce StubntsNiNmmunicat ersona felng NbbybNibtbtb PbbOp UP tntN acnyowbeNNNN cbetbfelngNsfbNNtbbN  107 importont to hoota rpresentative 0ample of opnonstoinoeach grop. With a rtionale ovtided, the teacher fondotmly destgnoteo students as "oes toots","three's", "for's",or"five's". ll tudents as- signed the nmber"oe" fom ouptt; tht others al1o0groupthemselves according to their assigned tumbers.OTus, this infomal radomizattot procedure yields otaximum-mi goups. tach grop to gioenoa 1oction to th o otoitn00whicito membersoa ttwork. At this pont, the teacher indictetat tutdents ohold join their groups. f 0e0 pro- tedooet htooteenootdutetd thooughly, studeno tshotld to ohio to joinotheitgouops ondomak new setng rrangment ittoomonimumof cooonfso. Oce lltu tdenttoav oined0their groups, theteachero ditritesto optes of tte 0a1u0 oteets to whict otudentsoretore s0on0. Tediscotte olemetstoof btototto teacher itoliely tous tileetablihingtit, otnpd orranging groups artoreviewd tonigure 0-2. Figtre V-2: Leson to t rtc0dure Sigificance of otbiity to epathizto tetd y s tudents (E/F) Important aspetsttof the definitonoaoked ty Yes Lo iompotttottootavo afrpresettivesample of opinons itoetootgrooup. With artittoaleproovided, tho teacher raodomly designateo studeoto 00 0one's" "twos"" three's", Oo'" of "five's". Alt studeots 00- siged the number"one" formagoup; thetotherot logouopttholve accordng to theirassgned numbers. Thus, tOit informal randomization poce~dure yieds maximum-mix00roups. Eachgotigiven aloto to the o fotmtonowoiotits members too to work. At tti poittho 0eacher tndtcateo that otudents ohould jott their0r0ups. If tot prot- oeduresohtootbeettonducted thoroughly, tudotto shotid be oblo to jotn theitoups an ,d 0a00 000 seating arrangments tith ottminimum of totfusiot. Oceolotutdetstohavejoined theitgotps,theoteacher distributeopieototof the vlu, 010000 to ohtict otudents ftrtoto - spood. OW, tiscrte elemtotoof behavio atecheroitoltkly to use whtle etatbtithtng OtsoOtoetanarnging goupttOaOf 0evietwedOitoiguot 0-0. Ftguot V-It hesonot Otto00000000 Significance of bilito to empothizotnotedby Deftnition of focal ottoept ovioded by mpotnt apto f the defintonooartd by the teac0he00fr 000ottot tand utdertopo hyotdenotompheiont oeturthoar00±0ddrestedtto the oca01o0000000bitg otodied. Oh, motdetoftoncetopsonaliztiono 0ugg00t0 0 000b00 of tenchmarks Oh, teachtotctootseitorodertootoe- tain that a tvalsetis bigomoprehenddand reltd tothttftol concept. As ongootas ththe wtching agouobservesquittread- ing orhars membersof a goutptsig aoumbeof the behaors oidenti- fitO 00 olemetstoof tomprehensiopocetdures, thert to to oeason for thtonittttorngtahetoit ervent inth ork of thgoup. tOntho coontar,if thetonittogteacher oe0000ot observotorohear aonumhe o ttt behavorstohtootrtool01me0000of tompreheontooceodures, tho teacher otit 000000 inotereesioodr ioseue tse fehavorV-. T eeet 107 impotantto havea0representativOe00am10etof 00i0i000 to etthgroup. With a ortoaleprovide,,tho teacher randomly designates studetottat oe's", "too's", "three's", "for's", 00 "five's". All sttdentots- sigted tho Oumber "ott" foot 000000p; tho othersatso 00000themseloes ccordng to theiro ssgndnubers. Ohs, thisinformaotoaodomizatito procedure yieldstmaximu-i goupst~. 0ath 00000 00 givenatott atito to th o 00 om 00±0hi±0,itsoeber, Ore to ok. At Ohi oi0±0, tho teacter indcotes that otudento ohould join theitouops. 00sOtpo- 0000000 hoot Ott onodooted thooughly, students ohoold 0, ole to j010 theitou00000d000kottowtootitng trrangomettswith 0 0±nim0, of confusito. Ot tutdents havoojtondtheiogoutps,theteoher distributes 0op±00 ofte vlt, oheeto to ohith otudent, oe oo hre- 00000. Ohe d1scre0, elemettoof behavior 0 teacher ts Otkoly to too ohileetablishiog sott 000 000000±n0 000000 000 rtoiowod ton0Ftgure0-2. Ftgure V-It esotoSOtt 0r00,000,, 0±gni0±canc0 of ability to empathize toted by Definititotof0o0,1 tonctpr0000±000by studeots (0/0') Imorotant tspcto of tho definitiot 000000 by A value theet always otaitns at oil otxttotthat mtotetread andtundrtoodhby tudets. Cootoohesootpoedres are ddressed to thisoteed. AOoolue ohettoay 00lsooti otlicy ltertioes, 000- sentoa ole,Oorettblish a stf assupton. osequenty,ostudents 0000 to comprehnd thetoaluotshottn000to roltethetoso otetto the focaloncepttoeng tdied. Ohtodlt ooncept peronalidto n 0ug00000 0 otmberoftObenchmarks the tootherooatoot,,itorodeor tooce- tainothat 0 0a100 oheet ts 10±n0 tomprehendedd 0related to the 00001 cotept.Ad on000a00the teacherwatcthing 0 0000W observes quittrott- ing orhears membrs of0a goupttintatnubrottftthetbehavorsoidenti- fied 00 olemet otoOcoopreheonocedures00, t01re0,sto ronor0 thetoni~toring teachetotototeveenthe or ofthe goup. 00th, cotrary, 10 Ohemonitttorig teacher Otto tot 0100000 00 0000 0 oumber of tho behavio ots thatartelmetstof topreheno rocedures0, Oh, tthertotervenes intortderto 0etur0 theot 000avi0rs. Oh, oleoents of compreheonproced0uresar000sutotoittd to Figurt 0-3. Goping arranements 000100,0 Lii 000 ooderstood ty students. Comprehensontopocedures to, ddressed to hio teed. A 0010, oheet m000alootaooopolity alternatives, poe- setot olei, or tablish astfoassuptions. tonsequenty,,studento 0000 tocompehnd the 00100 ohot 00atdto lto thsoial 0on0ex0 to thetocalttoncept being tdied. Ohoodofttocept peronaolizton sugges00 0 tumtto of benchoorks h, toother00a000000itoroderto otoe- tait that a ottoe0she0t is10eingtotmprehendedd re olated to tho 00000 concep0. Atlong sthe teacherwatching agoutpbserve qut reaod- ing orhearstmembrsof goupttsing a nubeofthe behavorsoidenti- fi±00a elemtstoof tomprehensio procedures, 01here±0sttotaontort th oniottogteachr to intervenith orok of thogouop. Onthe contratoy, if themonitoring teacher do, tot obserootorohear a nuber tO h, behaviors0 that trt 0leen00 of tompoehensiot procedures, Ohe of compreheon roc000000000roosommarizetd to 0±000, 0-3.  l08 Figure V0-3: Copehnon Pr.oedures. 108 Figureo V-3: Copehnsionoceodures 108 Figure V-3: Copehenson roced0ur.. Readinog 0tim. providedI Students. cite. dataorseted in th01 alueo h ee0.t I Students asin mannto inf0 ±omon 00.f Studenselrte0a00. or00800. o dea.00s±0 especiallythe oncept 08 th.. focot.f800. study Studentsre1080compre.heon sta.temen.ts. to When t0e8focus 08 tudent attenton shiftsfrom anaysis o08 00. content to 00h..needo0to make .decionsoo, decision-making proceure.ar mploye..0.Students assign 0alue to evets., condtios,, ad hbelief using such words a "good," '00,'"hbetter," "worse," "right," "won~og," "just," and "unjust," (i.e., p..rs.oal pre'ferences...). If0a ondtion suggessacono, members, identify possible otio, or aternao.tivesfor the groupto onsider. A group..members hooefom among options.the.y .ooke. statts.. ,oncerning "080t ougoht 0.. 08 d.oe" and "080t ought not 0.. 0be.done" (i.e. imOpratives). 0000leomaking decisions,, tudents share..assumopti.os: "If I were Oh.. person .i8.t08.tory...," or"00 0 started with0this 00800...," are xampls8ofhared assuption. StudentsarOfo 8000ely to st0t0 a0.0us0judgm0n.0lciteria; "The greatest good is.indvidualdignity," an0 "The greatest0g0odOsmateria well-being," ore exaop.1es..o08judgmental io0teri. O00th bhavors on- sitntoth00deciono-makoiog proooedures oar. toepts to idnttfy 08. effects of gien on.. ditions or policies, aod a000a08ng of peronal0 feeling..Aslong as a moitoring teacher hears membersof a gropom- ploying thoes. procedores, 0he oeed for 0eac0er itervotioon0is onlikely. Tho eleoents of decisioon-makingo procedopoo0 of..000presented iFiurV-4. Forpuposes. of presentation, comprehnsion anOd dciion-making hav...boontreaoted until000w1±ike separa.te otages..of 0earn±ng. Ooever, students may.ove 00c0 hook or0th betooeencomprehnsio onad 000isi00- 00k8.g as they 00s8000 tooa valinjg .exrctso. They aro tot mutoulpy exclusive proooeduos. Pop hio fOasO, i0tOsOompoftant to oo..ooboo toatcoooprehension 0.0 decision-making 000 sth-oniO, of oootoriog- interventio produres. Tho oompreheo aodoodcisio-makiog pro- cedures pesentd hre arederived fom seventeen-categoryodel of classor .o vrbl hehavor oodecribed in0 oografph oavailable fromo0r. 3. . 0odges, 0ir00000; P.O. Oongo LahoratorySohool; Poniversity of Florida; Ginevill, orida:±0 J . Dplo Cotol and OohortJ. S00h. Studies, 1970. C00i±g8convenotionsfor collection oystematic 0a00 0.0 ho fouod ±n h.. 08I0 oytoe. OP101000; 0. 101001; ED101082. Readin±08tim ov00de.d - (per±iod fr..of teacher or otudent talk - Studnt citodt resented ithe vlue heet St0000000,e00008.n00080.0 related Onformation 00udent0,assign means to information 00000e0,s000±fi00 orredfin.. oords 0.0 phrases, especially tOh.. 0on0000 00 Oh.. 0000,of otodo' 0000de0.. relatoooompehnsion ttmtoootto Oh.. 000c000 00 Oh..foct, of 00000 0.0en00.. fooou. of 0±00000t00000000on..hiftsffroo analysisof Oh.. 00o00e0n0..othe..ee000o000k00.ecions.±o, decision-making pr0oedurs.0r emp1oy0d. tudoots. 000±00 00±00 00 00000.,00o0±0±0o.., 0.0d001±i0.. using ouch worodsa0 "good," "hod," "hetter," "worse," "right," "wr008," "jus," and "unjust," (i.e..,peonaol pre.ferences). If aooodition suggests act0±on, .memhersidentify psi ptions10±00 0alternativeso 0o0 Oh.. grouptoonsidero. A grop..emhersohoose fomongoo optonsthey 0ak statements concerning "wha0ougt tohbedone"and "whatoughtodt to 0e.dono" (i...mper0±iv..).Whlo 0aki±gdeconsoo, 0000000, oharo assumptions: "If 0 00r0 Oh.. person 8. Oh.. tory...," or "if 0 000.000 with his telief...," 0.0 oxamples of ohared .ssomptio. 00000nt00ar0.0lo likely01to 00t0.. and 0s0 judgmental0r±00ri0; "Th.. greatestoOgood ±0 8nd±vi0ua8 dignity," 0.0 "Th.. greates ood000 ,at0ri± well-hbeing," oooe.examples of judgmentalcriteria. Ohofrhbehavor onoo- sistent with decision-oaking procedures ar0.0a0000pt0,to identify Oh.. effecto of given conditions 00 po1±i±ies, 0.0d0a.sharing8of personal 0ee1±ngs. A long as a00oitoring teacher hearsomemhersoof aoup m- ploping thoso procedures., Oh.. toed for 0eache0 interventio on ulikely. Tho 01em0000 of decision-making prooduro.. 0.0 presenoted ±n Figure v-4. Fof purposes. of presen.tation, coo.pehon nd 0.ecision0-making hoav..b000n000e00te.0±too now 0..sparates00080000 learning. 0000v00, 00000e0n000m00..moveh0.0and00othb0t00.00coompre.hensito0.0 decision- making 00 thep 00sp000 to a00010±08 0xerci0..Thop 0.0 000 mutually exc1us±ve procedures. For this 000000, ±0 0, important to ooemoohor thot comprehensoonoanod decisi0.on-mkin 0.0 ouh-utofofnitoring0- intervenotion proce.dures. h..coompreheon nd d0.0 ion~o-making pro- cedures presented hre arederived fom aseventee-categoryodelof.0 classroooo hrbl hehaviodescrihed i000 onoograph oovailolforoDr. J. 0. 0o0g..., 00rec0or; P.K. 00080 Laoraotorp dohool; Poniversitp of Florida; Gainesville, orida±0±.J. Doyl.. 0000001 0.0 Poheft 3. 00081. S0ud±..,, 0972. C000±08conventions fopr008.000±00onystematic 0000 000 to found ±n Oh.. 0800 oystem 0. 101000; 00 001081; 0. 101000. Yes No Reading time provided L ro free000ooo.± t oftahr o studet a 00ud0nt0..i0000at0 resented inthe value heetf. especially to h..concept0at0th.. focus of otud 0000000, r01a0..com.peheon otat00ment0..to 0±h.e copttthe foot.. of 0000y When 000 foot.. of 00t0de0t00000000ohifts froo 0.08y0±0of Oh.. onotentto the need to akedeciions, decision-makin pocedures 0r0 em.ploye.d. 00000n00 assign valuo to ovonts, condtitons., nd 0010000 00±08such.orhd000.a0 "good," "hod," "hetter," "worse," "r0080," "0.008," "jus0," and "unjust," (i...., peronal 0preferences). If ±00on0±00o0 suoggests..act0±n, membeshidenify0pos±b0 p tions 00±000olternaotivesfop Oh.. grooupto consider. 0,s000oooh.embersohoose fromon08option.. Ohey oako 0000em0000 0000000±08 "0000 0ught to to 00n0" 0.0 "wha0 ough0tnot to b0.0000" (i..im.peratives). Whilemaking d0000,100, 0000000, oshoro ossumptions.. "I0 00e00 Oh.. 000000 8. Oh.. 000ry...," 00 "If 0 000.000e80±ith hisblief...," are ooamploes of shared oassumptioon. 00t00e0.. 0.0 01s0 18.e1y to s0000.n. sojd gmenta00.008criteria; "The. greatest good is 8.0±vi0008 0±gn±0y," ond "Ph.. 00000000 good 0, materia1 well-being," 0.0 00000100 of judgmental criteria. Other behaors on o- si,00n0 with 0decision-making proce0ure, 0.0 ottempto to ±00n0±0y tho offoots of given on oditionsorooplc±i..., and ± oharing of persona1 ploying theseo prooedures, Oh.. eed for teacher 8intervention ±0 unlikely. Th.. 0100000..of 0ecision-making8 p0000000000 0.0 preen0e0 inFi±ur00v-4. Fo purpose....of presenta~tion, oopreheon n sion 00-008±08 0.0v...bhooltroated 0n0±1 008 like seprates00080000 1earning. Powever., 0000000,mayoove008bhck 0.0 0o0th b0000.00comprehensoonoan0.0ecision0- making 00 they 00sp000 to 00080808goexercis..They 0.0e00ot tuolp exc10±i.. pro0000re.0..For 01h0, 000000, 10t±0s dpotont to roooohoo 0ha00oompreheon and decision10-making 000 ouh-units of odntori08- ±00000000±00 proce000..Th..compreheon and0.e000±0o0-000808 pro- 0000.00 presente0 h000 000 00rive0 0000 0 seventeen-category 00001 of 000000000m verhaI hehavor described00in±0 0oograph availahle froo Dr. J. 0. Hodges, Director; .K. 0008.. LaoratOoy School; PUniversity of F1orida; Gainesvil8e, Florida: 3. Dolop..Cotool 0.0 Rohert J. Stahl. 00t0±..., 0972. C000±08convenotions for ol0e.t,0±0sy0t,000t000d0000m00 ho foond 8.n0th..E000 0y0000 0.101000; 0. 101000; 0. 001002.  1.09 Figure V-h: Decisio-Making Poeduoes l09 Figure V-hi Oecisio-Mahing Prooedres 109 F igure V-4: Decision-Making Produres 99 teslNo Studetoexpres imetiesiZ iiZ Z Z.L .... S9toels sae ssumtons too g.L J...J Stues ackowledge sccept felisl of other Sugar proceOduresare socitical ast procesdures. rous sar alloed toshre dcisions adto explainhowdesi~ons were md. Studnts oontrast too they reacted oheo they attempted to ho Latio doericosswith toowtisy oight toss reacted asorth doerioans. Students eopinhowooasLatinoAmeican igh tltiew0his behavor aosoreasonable. When students oao conttst lkey Ltto doerioao sod sorth Amoericso re- sponses agtnst tho samosest of ondtttos, studsts sare lsey to con- front theirowonocultuos sod Oind that that shtch thsy hslieved to bs hmmutable toth ho ht a hslisf, a 0e11sf 00 the hosts of, whict thsy respond to events. Thseprocesdrsooust occuroif000100 heets aoeoto stimolate students to mokslo sfor000to perceive, itetrpret, sod oeact to eventt lills Latindooeotosos. 0000 thes procedresshave boonso- poyeod the teacheroses000thelesosot, liohtng the hearoing eptsode to the oncepoot heing tudied sod to the 0009 hesoning tool. hs olemets of olossso poodoloos 000 oeoieod ho Figore V-5. Olgos V-o ooooooYooodooo Dehrief' oouss with gudsooo of teacher rousods oonswhicl dcitos 00r0 sods srs ohared Reasonahleness of tofoa-oulturalibhaohstors Closure s hoviosded h the tetoher Teacher ltonkstsittonto focaloncepot Teachr pocesss iorhl~tat aspetsodf leons Stuens-eprss mpratoe -tudenssitte jdgental 0riter15 01udensidti5fysootia___ons___ence_ 01t1001ntsocomncte eronal feeltos Studetstackn.owledge accet f0000n00 0fother 9Summary pocdurdes 00e00as itical so st poceodures. Groodps rs alloedtoshrosdecisiossondto explainhow decsons weremde. Students contrast los they oeaoted 0900 they ttoempted to ho Otho Amorocasswith how they mihlt hiss eacted asoroth Aoeoicsos. Studets sxplaitnio Ltio dosoicso might vis is hhahvif orssosonl. When students oso sontoast htkely Latin doeoicso sod sooth dosohoso os- 0000000 agaist thi samesst ofcoodtions, students soselkly to cn fronot theto own oolture sod fhod that that shich they holievod to ho immutahle tooth is ht s helief, abhlihfon00his hasis of which they respod to events. Thseproooedrssust occurif value shots asooto sthoulate studentoto oake so ffoot to perceive, hterpet, sod oeact to events lihsLatho Amerohos. 0900 thesesprocedure osveboon so- ployed the teaeo lsoses00the 0esso0, ltokig theolainsoooephsode to tho concept hetog studhed sod to the oext Oesootng tool. she slements of sid po.yodedursooar00eoviewed t in tosre0-5. Ftgure V-5: Summoaoy Proedures roounds 00 which decoottos 000 sods sos shaoed Closure is provided bthis teacheo Tacheo iss situation to f0c009concept Teacher processsiportantspects of lesson Sudets shrepersonalreference stdetsoidentify alternatives.I.. Stdnst.xpress0impraie Sudets hsre ssumons~ Students idi socitl ottseoen 0.uloots c oledgselOoot f00lin0sof ottor oSummary procedooes000e05sotrtias sest poceodures.Grooups sos alod sdtoshofo dcisionssod toexpaihowoodecsisons sere sods. Students contrast to they oeacted dheo they ttempted to ho Latin Amsicsotsoi0th hos they sightlovs oeacted asoroth Ameicanoss. dtudents explin howoaLtin dmeoioso might shes his bhaior a0soresonablei. Wht students sso oontrast iely Lotn Ameiiosoasd sooth Osmericso so- 0000000 aginst thoesomsset of conditions, tudeotososre1±10e0yto 000- front thehf oso culture sod 0find that that whish thbehievod to ho iommtabhe tooth ito hotteloief, o helief 00 the hasis of dhchisse. respond to events. Thspocedsosust ocurofssalueshetssoreto sthmulate students to dake so offort to perceise, interpret, sod react to events liksLatin dmertcsos. hOcs these prooedurestoss 1000 so- ployed theot1ach100cls000this iessoo, liingothe hearning spisodoto the concept ieing studied sod to the 0009 hesooing tool. The lsoeots of su Vo pododursosr000eviewed to Figure V-5. Figore V-5: Sososoy Procedures Gronsonhiossdofio-htslhosionswr aeaeshare Closure is povihded bIhis 1eac1e0 Teacheo links situation to oal concept Teacherocesse0000impootsotasopects of hossots  Casotomoxaomples Thoee oftte ormttoinoohich valueshets tay beowohtten ar to be preseoted tn hio section. Thestefformatsart forced ohooe, ffirmative, aod oaok order. Ill examples 0re oelated to tte oncept of poweroand arebased on tinoAmerican evetst. Thereadr maywis to oespond to these etoocisesoitoroderto identify soomeof te oklls students opply aod pratittotwhttothey 00,po0d to otlasoroom atioitie Foced Choi Formt: Lt; eoHolgo? 0, Manuel Garcia, am Olootdoof atown in Bolioia. Tht oteotno, am tho oopor for a omoooottyof a0o00 75,000 peple70, mostofteo 0e- logingto 01ha0tteoll lot inomeou fop. his ommounoityalooato fiot 000-name fami1ies. 00ese 0ami0ie0 0r0 oery pretigious toO toot tepolitical pooer ntheOttomomunity. OTephaoteoa00000atoheaof hn- 000u000etin01l. phases of lift. 00000opollitdot oo family nototor Toforrflot, Garcia, Ooyo, Poo toO Coloto. foo toy ootith t oto noot to included at ooo of ttoe 000000an0 ami1ies. I am very0much000a0eof the p0ob1em of 0the people of oy 0ub1o. se increasing numooberotof molop0111oi0ng0to hod hoogyoopd0000 tel 00 young. s0theOttil00000,stoOandOwtoolff00 00000u0 tealtt 00001000. Mypfoilypatrie~d to givepeonaOl helpttsoot of these fami- lios bhoth00000ho, 0000000 0 problm ehoooon000e0one amiy kooosth000 aoother 0, heinoo helped, tho oholetcommunity 000000,00 o00yo o holp. As 010,100 tood o meobot of te0000cia0f0017, 0 hov o0th officil 0n0 personal resposiility to holp tepeople. 00It 000erydifftcult th ol00100a0prob1emof 000, oature to hatin Amoriaotouno0tries 0000000 of tho peronao1ga0000hao t 001110e ott 00 the 0000000 of ogivino: ht oill 0 do ith tO, junta. Itofto 0000007 tht 00n00 it 0 political ou0000001ooposed of tho fiv, 0,m0000,. 0000t00h11l0do 1w0t0 tho ejercito do 10 00r,00 tat 0000000loopm force tat hottepower to ki11 00op10 without 000000000 00000 otked. no 0000000 tO, loopy, 0ecause of h, tooth talarp hop 0000, 000e0001- 000 to do 00000000n0topovethe000ii0000oooditions of 00000 0,m01i0,; thrfore, theoparoowilling o00ehoghttbOpatopof the ±nf00,n00,1 0amilies. ;Dio0 tiot Luhag ? o notoh00000o000,, OpGod, 0000 ohll 0dot (Opy00odeattot ou0imploro hodd oOttGod to ho 010,0 to yo00an000010000u100h 000ii000maki0.) 00spi00 00, ejercoito do 10 00000,, 00000000ntoOan011ll00hseotheo pressures, 0hav oote000o00t00eoolusoon0th0000r000,000hnges000110 hotoade. Despit the powe of the junta, el ejeroitodtla otttod the 0nf1uenc, of theominent0f0m0lie1,,I0hoot tevtoal coices,,to 01000000oomtxaples 000,0 of tho formtsti00which00a0u000sh00,0,ma0pbhowritten tre to ho poeseoted 00 00is sec0ion. Otestformtstoaretfooted 000000, affirmative, ond fool ordeo. 111 oxamples tot oelated to 00, 0on0000 of poweo tod arehbasd onLatin American evets. Tho feaderfmay wih 000toorndtoot olthee xrcssnordoeroto 00en00fy som0 of 000, 010100 s000,n0, applp tod pfactice 00en thep 0espon0 to olaoomtactivities Forced Ctoicorat: t; oHollo? I, Mtouelloarcia, ooololdtof atown in olivia. That0means0 amth tmoyor ffof 0 community ofohot 75,000 00op00,moost of them ho- 1000000 to twhtat ooll lot 0ncom, 00000. T000,communitp 01,0 000 five 000.0am0 families. T0ese 000010,, 000 0007 prestigousooatoOhoot 00, politica0 poweo 00 he ommunityO~. Ohep hoot o Ofeat 0001of 0n- 010,nc, in al1 photo, of lift. Theifr00,1100,Os rfamily1pnames0ar0 Oorue110,Otrcia,Roo, Poooand ollaaoo. Yoo opa otnotiethatop name 0. 0nc0u0,0 00 000 of 00e,0 tmportattf0mi0100. I am0very0much0awa0eof tteproblem of 0000 people of mopu00b01. se increasfing00numberfoof mopeple oin000 0o d luogop, old oo 0011 a ooung. s0thech000es00110000 k toO vriotoOatooh 00 010 pobhlems. Op famly hatrdto0001i0ve00personal hlpto somo of 000se fami- lit, hotth0000ho, 0000000 0 prob00mb0000s,0o0000o000f0mi000kowsothto another 0,0s0000i1ngh000p00, th0le0ommniy 000000, 01 p00 000 help. A1, 110,00,atoOa0mombhrfoff tho Garoto 0,000y, 0 hoot hoth offioial an0 pootsol oesponsibility 00 holp Otepe~ol. I0 is otry difficult to 00100 0 protblemof 0000, 000ur0 00 10000 Americat ou0000000,,bhcouseof 000 peronal 0000 thot tot peopl0 000 ih 0000o000000of 000000: 0000 wi11 I do wth ttht 00000. 11 Oy 0000007y000, 00000 0, 0 po100i0al 0000001 tompootd of tho 0000 0,0i100,. Wha0t00ha10 do 0wi0th thejercoito de la ouerte, that spcial Army foooo thot ho, the ow0roto killpe~oe witout questions hoing otked. ow thot h, 1rm, hocaose of tho 00a10 talaop Ohey 0arn, opt 0i10- in 0000oan 00000 t ipoethe living coditionoof thirfamlies; theotfooe, Ohey art 0011000 tobh ou00000yOpatopof 00, influential 0,mi10,,. 000, oh Mo) L,000h 0000 th00000o00s,, Op God, wht thal.1 0000(MyplodometotthtpyoimploeGodtondototGodtto o lose to you toO help p00 0ith 0,00,000 001000.) 0000000e000, ejercito do 10 Ouefte, 00he0000ntoOan011l000,ee000,0 pressures, 0hoot 0000 to the onclusion thot 0r0,000 00000e0 ohould beotade. Despite thepowe of the junta, ol tjercito de laouerteoad tho 0nf100000 of tht 000000000 0a0010,,, hot, Oeeraltfoic0000,to ClassoomoExamples Thfto of theoformttoinowhihvalue ohetopahoeowrtten ao to ho pretetd 00n0000, .ec0ion. 0000,0format 000000cep0hoic, affirmative, 000fool odeo. 101 toamples aft 0,1a0,0 to 0000conceopt of poweroandoorohbasd onttinAmeicanevets. Theoreaderomayoish to respod to theseoexoocosestinoorderoOidtitfptsoeof theosll 0000,00, applyo toO prac00ce 00,0 they 0000000 to olassrooomacivities such asthese0. ot 00000 0, Mtouel Goorci,, am oocado of 0 town in 0010000. T0000m00n00 am thte000y0r00fo0 otommntypof aoot 75,000 people, ot of 000em ho- 0000000 to wht teottoll.lot 00000, 00000. 0000iOcontyOPa11,0h00 Ofiv, 00g-0am0 0am0100,. 000,0 Oamilies 0r0 0007 pfestigious toO hoot ttepo1itica1 pooto 11 the ommunoitp. 'hop hot, 0 00000 deal of in- 010,000 00 011 photo, offe0. 00,00 00,11000, 00 0,0ily name0 trt Oooootd.0.o, Ooorcia, Oopo, too 0n0 Pollozot.too 000 00000, 0000 op 00me0i0100,0ded00s0o0eof t0000,0motant0fa00i0000. 00070000 0u0000areof 0000 problem of ttepeople of m07000000. se increasing numbers,00of mopeo0pl10goi000to OtI 000007, old oo toll ps oong. 0s000tho ohildren adod oOtaol0fro arousthoalthtpro010ms. Op 0,0ily hostr00000to 000, personal help to 0om0 of 0000s0 0,00- 1ies hot t00000scetoe0000a0problem0ecausoonce0000e00f0mily pn000, 0000 toother 00 0e0n0 0010e0, 00he000olcommbity 000000, 00 po0 0o0 0e10. As 1101110andOa0000000 of tho Garcafoa0i00y, I 0000 0o00 o0000001 anl peronaoloospons~iilityto h0l10t000,ep0le0. 00 00 0007 diffioult to 0010, 0 pro01em of 00i, naturo in 10000 Ameroaotoun000000,betoustoof 0000 person11 0a00 thot toteo ple710ge 00 tte 0000000of giving: 0000 0i11 I do 00000 0000ju000. 00 op 0000007y0000 j0000 00 0 po1000011 0000011 00000,00 of ttefifai0010,. Wha0t 0hall0do 00i0h0000 ejercito It 00 000000, that speciatloopm force thot ho, th ow0000to 1111 p0opl0 0000000 000000000 00000 osked. ow0 thot tho loop, heoooso of theostool.salary Ohey 0ar0, toe 0011- ing to do aopthing ttoiproovotho liviog conditions of 00,00 0am010es; thoerefore, thep 0r0 00110n0tobh ou00000yOpatopof 000, 1n01un0011 0,001000. 0000, tio! oup .aop I t he00,0wools, Op God, 0000 .0111 Idol (MypGodooeanothatpyouimploreoGodtondoatod000 e0close00o yo tod helppouwth deision 0110ng.) 00,000i 000thejercito do lo 00r,00, he000 j ntt toOl01 h0000,ot000, pressures,hato omott to Ote onclusion 000a0 000,000 0000000,s.0u00 betoode. Desptthe power of t0000un0a, 01ojercito detloooo0ttad 0000 0nf10,00, of 00, prominen0 0000000,, 0 hooteseveral00000c,, to  Gin ittit itto oi der.lteiet t e thoityo tihn i Pro lttpos hte tt ithathgoennt ttittthe repoibip y tititcaebofibtstt____eopl_____ fiectioniti eltwh re alisittftht fivn thite you, asinni t tttynr,tt tcniter. Stntithchicn ythin is Fttget the tihtittmatttercueytt arelittrtily afrnit ttkig caef its pttpit ttttiny hit ttdtheipepgitpot. fhtttttte, thett it Gvt t tibtet ailpttptt inittvedutothat yot tight attit yut gttl. itevtiti tthtt tortu tf thtritiesttt heltpasueom Dietifnt thow itta littuttt tht five httcetttitiiitynuetth tforiyou gife. tetnu hat mtdeftht ttophetititu Thereohuhi r littuytte tpaidoabouitttit tytttitbibtoiatittehtttttt volvds__thatyouigh WAIT to proceed until instructed to do so by your teacher. WAIT to proceed until instructed to do so by your teacher.  f IF y~W 1 112 tin~g caeIf its pplet. ___Givetabribtettol epl involved so tt you might 112 Group Decision Sheet: Directions: Work with your group to select the best choice. Forget the whole matter because you are literally afraid for your life. Propose that the government take the responsibility of taking care of its people. Destiny has made the people poor. Therefore, there is little I can do about it. Give a bribe to all people involved so that you might attain your goal. Develop other forms of charities that help assume some responsibilities. How could you explain your choice? Our decision is best because 111 F~l l 1lt Direcio1s:Work ittiloupgropto ilect d th ett yho iget ForgttheFwll g tILL. ueyo reltral ari for you1r lfe. tl211liit WAIT to proceed until instructed to do so by your teacher. WAIT to proceed tntil intructed to do so by your ttache. WAIT to proceed until instructed to do so by your t112h12.  113 2. Tll thieiieanigs di thieTfodlloig iordsad dphrases: ap 4 d.ildiddi, ;Dis i!, junta, dud1higo? add ejeiddedilai idiii. 3. ddiat prdbded did thei idddiacdi 4. Do youisee dparalel to piileidin iitii Uiid Sttes 5. Mnuid iddidfadmiid tohidpiomethrfiiesi sin dg tieir prsoiii wealth. diy did this pditidi havd to bi 6. Gieithisi tdry asiiibaii, candtheipddirfdldm feel pwres ep owerlessi id 2 Exipliddoranwers 7. dIiiithe dimayor id godmaAgoddmaydrd xpidyour answers. ]13 1. dhidwaddddnd. dardiad 2. Tiditheimeingidoi dthiiiolligidodsdiadd pirises: igllyid, iddildi, ;Dios did?, judid, iued iddidd ijiiiiiit dddiaiiit. 3. Whatidpdrdbiemddid tiii iclddiaiei 4. Do ydd iee id idli iodiioddesdi heUidid aiids? thiii dpridnadidlh. Why did tdiiipricedihiveditodbe 6. ien ihis stiydapadbdidi, dndihidpowirfulddaniiie podeld sd Bedowrle? Ep ladiddinydudd nswed s 7. I tihei mayor a goo dgma? A dgoo d myrEpainpduranswer. 113 1. did das daddel Gardiad 2. Tilditheimedindgsioftdidfoldoidg oddaidphraddid ipidi, iddiddi, ;Diosdfd?, junta, ~u.6igddiand 3. diai prdiblimdididheiddildd facd? 4. IDo ydd sid dparilliltidrobdii thediinitddidtididi? 5. iMindeiii famlpdriddtodhdipisoddiodhiiifaiieii diig dhii,,persddid deilti. dip did tdiiipracididhaiiitdibe 6. Give is sii y addii sisdi, cdn tdiipodirididdad dee pdidiledi? di powerless? dxpdainiiur nswrs 7. I h ao diidppgddan? Adgdddayor? dpiniiyiuianswers.  114 Forced Choice FomaMt: Traveling SaiMsMaM Forced Choice Fomat: ~Travelin~g Salesma My nme isMgJose PM'MGmez, bt as iigdg ypegiMeMcllmM "MDoM Pepe." The name ofMy MyinMsM Mybig fam iM JabM." I aimiwhat i called a itifundigtg because I ownMalot Mf iagd. bib My life I habeenMM veyr g~y cneraive ib My thining. My sonshavbeenbmanaibg- ing the fies yobysmeMMtime.Every day I MMM the great imount My probiemisfacing hm, gsome Mf MbicI bever hugtitMMecounterinM My bifM. I see theimpeMMMMinotying tMiprovM higmef, iMaving the farbmMfr heMcityii inMchofbtter wyMofbivig. I see trangers comig ti my famsMMaMd teMling My yiMpl, "Doyou sMM thati beatifui hbome Mf Doi PepM? ThaM bousM MiUbM gouyg by yii joinbiu M se. Mhey also iay "LegryitMMreii MM youMwMbU MvMrpoMMMrMuisgaifubiiii who bas held yib MMMM sii your ify." I MMaM iallas abuibiii Gubvara sung by myyMeoi. I wntmMMMyyM peMlMMtbihMve giod iyM, buMt hbsme gtMimI iMan MM bGo yi Mbe at hmM.. Mwan thm to have bMttMM MibgMsbt I dob'twMniiihmMgoing ibM MayMhMMM strangM peopliMarein MdMMtriating MMM. I reaize MtMiiifyubagithoMghtsar ilinbihbMibds bfgotheMMMMMifunMditi, tMitit iillUbM verJ diyiguliitM chanMeMtMiri MJay Mtininbg. MMaMrdeMDiMs! i~yuye b pro ble ow o ygveitM HoM baI help y peoylMI My nmeMMiU JMse MMM MMMM, iiutgasyipoi yMoplyMlmiiiMM"bib Pep." TiM MMmM by y iiii MM big farm iU "Jabos." I amwhtiii calUedIag biuiyi aigiecausgMMI oMniaiitiogylaM. bib my life hMuM beein by cMnsMrMativM ib my tining. My sobM havM bMeb Mibig- ibgbhe ibM Mi for ygymMMim. EveyMy gI MMM ibM great MmoMMM by prblemsigainig Mhe,someM gyMhich I ievey MhoughtMtMMeMbMunteMMi My buMe. I seMMheibMpMMsyMUM trying t MproveyimsMeMli, ieavibg ibM firm forytibMciuy iinMMearchgof MMMettebuyay iing. I sMM strMngers min~g MM y fargg Mid telUig my pyopye, "DoyoMb MMeMiiiai buiful hogme o b ion PeMM? Miii iouseMwMUlbe yours My yob joii MbMaue. Miy l sy M MY"LegrnitMMreMMIsoMyoMMilMUoveMpowMMMtMig Uaiftilis whbM has hMl.MyoMbdownMalliyouMMife." I bear ballds boutb M Ib bGuevaMMsug by my pMopie. I MiaitMyyMeopleMb Miveagiodbliye, buiitghe smeMtmeMMMMan boMMMobMa irtMMMMm. MIbwntthmMM habuttMMMrbthibt M dbgtbnMMMm ig ghibMwMy thMMM sMMMngM peopleareidMctrinatig Miim. I rizeM thaMiiieubalithoughts arM stUUb ii MMe in MibiMher aiunMdists, tMiiit ill UbMbe ey MMMffil MMchgbgghiriway fMtining. Mudry ItDiogs: iyu.gprblems: HowIt I Msol itTHowMMMMM hepmby Myeople? 114 My namis UJMseM yMGmezM, iMMibuta pdM pMoplecMllmeiMM"Do ygpe." MueMMme gy Myyfinca gy big ygarmi "Jabb." I MMm whatbi called a iaiMfiudistu iMcaMsM IogigaMiotgyfiMMM. AlU my lbuM habeenMMMvery cogsegvygivii my bhiing. My sos hvbeen mMMgagg- ing theyines, or smeuMimM. MMMry dayMMMseMtbegreatMmouniMM yrbMmsifacing thm~, smMMoMywhihI ieier thMbghtMtMMeMounteini myylifM. IMseeMthe mpgMMMUM Mying MM igpyoye himself, ieavibg ib fam yMrMMheMMityMMMMMeaMMMof MMetteMMwyMo iviMg. I seMMMtraMger MMomig MMMy fygmggndggiin~g my yeoyiM,'Mg yMougigeMiiiaMMIMauti hio me Mf yn Pepe Tiii ouse iliU youMM fy ou joMM oMM causMMM They alMo say "Leirn MM real ibyougil iU rpoMM is Mugiu digig MMM iii ieiM yu doMMMMl Mur MiMe." I bMMMribiladsibout MMM GuMMaMMMsugMby i my iMpl. I Mini My pyoplegtMMhbvM igooM ifei biuMa tggsme imI want GodMMM be ayartMfihmM. Igigitthem ti MiaieMMettMrMbigs iii I don't MMntMhmMIMgoing iiibay MMMeMeMMtrange yMope aiM inoctM ainuug MbMm. I ryalizgg Miii MMMMalMhougbts arM stiUl iMMI M in h mnsofohe aiunygIMMsihMiiit illbU veyi diff~ict MMoMbgMange hiry f gikinguS. help myy pple  makei. ieltit the choicetichtyut inisibistt an ttgrituiut.ii See sutptottotbthtei ttu itilvenet intnatittaw itabiti Cotmtitgtyt.tttbit_____ tavtet tlotcalt tttuthottii iret diitbynytneseeingttit t matrigit.utitipty tSiekisuppotttheitinl oermetinencinilw tavte locialtitutuitiesarettin ji iian yyttstekiut Seekiuppitt ofthet nationttuboternmetubiitbttittaw fbninthu litommu ipatyt.ti ibit iave locptiauu btutthoriiisirrAt adji bynyoneseeintiut  116 DIiet~ions:Wr ith dmembersTITf your roupto 11find the best ansertothe qestionsI that flow. -Seek suport of the na~tional government in enating 1aws baninthe IICommnit party. -avSlocal au IthoiTties arrest ITS jail anyneseeinjg to orgaizITthe pasts. - Work with the peasats Itrying to Iolve thicocern, threby eakig th piti ofte Cmuists. -Acept the chnges as ieitable and workAithin the stture of anew orde. The bais ,for sying ourTseletion 11 best is____ WAIT t prceed unti irctd to do sIbyourteachr. 116 Dhirettions: SITS ith members ofyourgroup to find the best anwrto the qestionstht fl lowI. Seek support If the Iatiolgovernment in enating lws banning the CnlIudistparty. -avSloal au IthoiTties arrest and jaill anyonTseekinAg t organtizethe peasant. - Wrh with the peasants trying IC Iolve thircocern, thereby weaeing the poitinoth Comis~tslt. Although grudgngly, work with the Cmmuis1ts, hoping to Accept the changes asiitlelland workAwithinthte The baistforTsayingour seletion is best 11 WAIT to proceed until instructed to CC IT by yur teacher. 116 Group Deision Shet: Directions: Wrh 1ith members If your goup to Tind the best anwrto the qestions that SColl. -See11support If the ntinal government 11 Inacting 1aws baning the Cmmunist party. Have SlT1c11l athorities arrItIIand 1ai1 anyoneseingAI tI -WITk 1ith the peasants trying to solve their cern~sI, thereby CIaeing thepsCihtin If Ihe CmmunistsI. Although grudglingCy, worA with the CmmuisIIts, hopig IC keep some cntrol overfyourlands,. -Acept Ihe chngesasinTitableand51rkCithin1111th1 The basis for saying Cur selection Is hest is WAIT to proceed un111lWinstrcted IC IC IC by youteacllher.  1. 2222ne 222 following: 2222222222, 2225±, 252222. 2. 2522 goup2wa trying t22o2gan2222t222p5222222 5. What2dd2D2nPep252el ws2a.2cuse2o2concrn2abut2th 4. 222 22 you 2ee2 22222 chang22?22b2u2 keeping thingsa 2225are 5. Desibeyour feelingsa222222222225252pe2see2222 relat2222225 2it2 222 52asan2s. 6. 2222 222 2222i22 gro2p 2222 an5222ncern 22222 222 religion 22 222 5easa222 7. How2225y22 2±2222222 the expe22ion "Don5P22' 2house wil 2252252s if 5o2 join my2caus."? 2. Do25225feel tha as an2individul2you hav 2255y e2po222b2l2tie 22 22222 5255222 2xplai2 5225 feelings. 117 2. 222222 222 following: 2222222222222, 22522, 25222. 2. 22hat22225p22as22ry2ng22o225222ize2t22 peasants? 3. What2di2222222252fee2wa222222u 2222222nc2n a2222222 4. 222 22 522 2222 about change? 22222 keeping 222252 22 22e2 are? 5. 22222222 yo2r5feelings2about22o22Do2 Pepe2sees2hi 22222i2n22i5 2522 222 52222222. 6. 2222 222 2222222 group5have any2concern22222t222e2222i222 22 222 52222222 7. 2222252222222222222222h25222222222225o25222222222522wil be yours if you join sty 2ause."? 2. Do2you2feel2tha22as an2i2dividul5y222h2ve any2responsibilitie 22 22222 5225222 2xplain 5222 222li252. 117 1. De2222 222 following: 222222222222, 22222, 22522. 2. What g2225 222 225225 22 organize 222 522222222 3. 25222222525252222222222222222222222222222222out th 5. 22222222 5222 222l2n252a22222ho22D2n2252e2222s2hi 222222222225 wi22 222 52222222. 6. 2522 the 2222222 g2225 have an5 2222222 22222 th± 22222222 22 the 52222222 2. 222225252222222222222252222ress22n"Don25252~222ous22wil be yours if you join my cause. "? 2. 2552222222222hat22s222222iv22u25222222av2252225222222222222e 22 22222 5225222 2252222 5222 feelings.  118 How MM it possile that I, 3Jose MMntiM, 2ge 22, h22eMsdddenly becmMMMresponsie for MMmy decisinsMMell, my fathMr, 222 CMsar, que en p MMdescans, w2MMpatriMcM2of8o22 fmily and controllMdou various induMstr 22ia nvetmt22ad22owtiM responsiiitby 8MM 2eM My fathM, qu en M zdescanse, Mid I were 22 22o distinctly different minds. MM alwMys felitihatMMakiMg MMMey was tiemosMtimM- portantMaspect of oui vementsM. ThiMMdesMoMmeanMMthat hdid 222 car2 for hi mpyeeMMM--hM did. MM M1Mays MMM tM it Miai they M- cMMved MdequatM 2agMM 22d that therriMn MMg 2o2dit2MM, MMMM rMltivly cmMortMble. MMMMvMr, MoMsidMring thize22MM MurtholinMgs,,which 22- clue2nmeMMMus fiihMMMMMMnner iMs MMM2e MMstoMPe, iM MMvMM M- pioyed largeMMMMMMMumbes f urpMoplM. TMoincreMMM Mroduction iM MlwayM invested 22 tiM teMMmcMMiiiMry. The MfMecMMMMf22iiprMcticM 2erM i) themMkiMgofmMrMMmMMM y inMM eMMingMproductivity; 2) the2MM- vMlopiMg MM bMtiMM wMMkinMg iiiMon 2Mditin o h mpyeMM; MMd 3)a very sadMresulti m y mind, thismMissalMMM1smMeMMMMoMur22orkerMMbe- 2as 22h nwmachMiMMry could MM tiM 2oMk MM 25 2mMn2M men2M. 2IMhaMeMalwyM fl Miai y fathr2MM ulMiM veiM ediMuMM esurMM MM ielio2r2eoplM y ygiving mMMM MM tiMm job. MM My MiniMMou mMjMM MligatioiMM to 22r2peMple. WMMc22212elimoreMMMMeMpleMby 2M- viiigmorMeMjoMi. M tyied MMoMexplaihiis22 Myf2MiirmaMMy timMs. I tied t22howMiMm 8MMw822r222aMningsMc22212increaseMMsmMchMit228in- tensifying oMr aboMifoMeMasMMMhMMneniifMyMing our2machMinMry 22- vMMtmMMt. MM fMMqMMMtly 2282 mM 2822 2 2Muldn'itMMMMertand 221 Mf iiM robMmiiMMMsMMMMateMMwiii MM intMnsifiMM 2aboMMfoMMMMuntii2al21is, thesMMcanneries222d822M,wremMM to22221eMMMMMibiitMy. MM MfiMM 2ake MMM h iiMMMMrity ivoMvedM nmMchaizatMMioM. NoMMM2MMM2MMMa MMlking22222 aitatorM, n2 dmandsMrmMMh222orkerMs, uniMnizatiMn. 222 itis MMlm~iy Mesponsility and 2 MM beginning MM understand 22m ofMy father'M idMaM 22222 thM MMMurity 22 MxpMnding 222 business hrht heM usei o machinery. MM2mutowmakeM2aM2MMiesMMfdMcisionM iinMMeMMrd22o222222222g22urMbMsinMss2again. huld 2 2xp222 by dding machineMy 222 2 222 m22 and 22222 MM by 2222222 MxpMndng 222 222k 22222. 22ll, 222 2822 2 222 MMM 8228 idMM MM clMarly, myr only 2822MM MfsmeonMMaMkeMM me 22 jus2222 my dMcision, 2 22212 aMguM MM 2o1lowM: 18 222 iM it posMiblM 22Mt I, Jose MM2MMM1, 2gM 28, h8222suMdenM 222222meMespo ibe 222somM nyMMeisionM? 222l., m 2228MMe, D2nCesa, que en MM2Mescans, was2paMirch2of2our2faily aMdMMotrolleM2ou vari2us2ndustriMM invesmenMt, 22d 2w82Mi MMesponibiity 8MM 2222 My MMthMM, que MM 2MM deMcanMM, 222 2 weMM MM 222 distinctly diffeMMtminds22. MM alwayM 2222 2ha8makin2g money 2MMs882e2mst22- portantMMspectMofourinveMtmentM. MhiMMdoes nt mManthat8Me id 222 2222for2MM8mpyeesMM--he did. MM alwayM 222 22 22 2822 2822 MM- 222222 22212222 22g2MMa2d2t2822thiriMworking McoMMiins22MMeMrlatively co2mfortabl. 22wevMM, 2onsidering t282sMzMMo22our 2ol2ingM, 2h228 2n- 28222 nmeroMusMfish8canneriMM 2long 282 222,2 22 2Mrt, h82nve22m2- 212222 arg22 nmb2r22MM, 2u22p22228. MM 2n2222,2 MModuction 82 alwayM 2nveste2 in 282 122222 222822222. T282e222222,o22tMi, 2yMcticM 2222 1) themakin~gofmoreMmon2y by incMMM igM ducivty; 2) 282 22- 1e 2.22g ofiette2 woringMMonditions f2MMt282employeMM; a2223)a 2 8222 always 2282 MhaM My 2228MM 282212 82v2 2222 222 222222222 22 8222 222 222212 by giing 2mre22f2822mjois. 22 My op2iion222 22jMM oligation 22 22 222 222212. 22 22212 8212 2222 222212 by 222- viding 2222 3222. 2 MrieMd22o222222inhii, 22 my 2228rmMan2y 2im22. tensifyng o222labir f22222aMMw228 intensifying 222 222822222 22- 222222222. MM fMeqlyo o ht I 212MM282ulM2dn't undeM2tand 221 22 tiMe22221222msMssoiated w228 22 intensified 122MMf22222u22282a221tMi, thes,2cannerMe22a222b2222,,wer2m y 22221 Mesponsibility. MM 22222 2221e22o22282 securiy invold in mechanizaionM. 2222212222222a talking 22212 gitatoMs, 222 2222222 2222 222 222k22s, unionizionM. 222 itis22al22my responsibility a222I2amMieginning 22 2nderstan2 2222mM Mfy f2228222 ideas 22222 282 Mecurity MM 222222in2 222 22s222,, throughitheMuseM fmacinery. I2must2nowmakeMMMMeiesf deiions 22 222222 22 expanding 222 2u2iness gain. 222212 2 222222 by adding ma2822222 222 a f22 m22 2n2 22222 MM iy 2222222 222222222 222 2oMk 22222. 222l, 222 2822 2 222 222 2228 sidMesMMo28222232, my2o2212cMicM 22 some2n2 22k22 m2 22 justify My decision, 2 22212 argue MM 2222222: 18 2ow is it pMMsile 282a2, I, seMMMtiM8, a2228M, 8222e2udd22ly 222222mereponsibleMo222omManMy MMecisions? 22ll, My 222822, D222Ce2, 2222en paz descans, was patriar2hio2our2faily and cotrolled2o varosindustr,222ia investments222d222wiii, MesponiMbility 822 ieen My 222822, cl22 2n 2a2 22222222, 222 2 2222 22 222 22222222ly differMnMmM in222. MM Miwaysf2212ha2822 in22one 2 282th22,2t m- 2222222 222222 MM 222 22222tm222,. Mhis 2222 222 mean 2hat 82 id not2care2for8isemployees--hedid. HMMa2waysMsa MMitiatthy re- 222222 22222222wag2sa22 th2tihiriyw2222222conditions 2222 Melatively comfortable. 22wev22, Monsidering 282 Mize 22 2u2 holdings, w2228 22- 22222e222mrousifih22anneies along tiM 222,2 MM 2222, 82 22v22 2m- invested intheletiMm22222222222. T282e2222222o22iipryctice 2222 1) themMakingofmoreMmoniy by increaig prdutiity; 2) 282 22- 221op222 2f 222222 woMking MMnditionsMf222t282employees; 222 3)a very 222 222212, in my mind, 282 ismissal o2f222mM 222ou222o2222s22- 22222 282 newmaciner~y 22212 22 222 w2Mk 22 25 222 222 22222. 2 8222 21222, 2212 2222 my 2228MM 282212 8222 2,22 222 222222222 22 2212 2ur 222212 by giinMg 2222 22 2822 2222. MM My Mopiion222 22j22 obligationM is2t22o222p22211. MM 22212 8212 2222 222212 by pro- viding 2222 3222. 2 tried MM MxplaiMn22hi, 22 my f2228rmMany 2222,. 222.22d 22 2822 8i2222 222 2222ing222o22212ncr2a2222smMu2228it228i2- 28222 canneries 222 22222, 22MM My 22221lMMesponsiiity. MM 22222 222122 22282e security involved 2inmchaizaio. N222221222222,a 222222i2222abo22t222,i2t22222, 2222and2f8m heMMMMMr, unionization. N22 it is 218l2my responibility 222d2I22m22egin22.g2tMMu2d222,22d 2222 22 my 2228222'2.22eas22222t282e222222.22 22 2xp222222 222 2uine2, throug2the us2of2macinery. I2must2nowmake a seies 22 222ii2n, in 22g222 MM 2xp2222ng 222 22s22222 22222. 282212 2 2xp222 by 2222.n2 222822222y222d2a22f222men2a2222menorby gr28222 222222222 222 2222 22222. 2222, 222w2822t2I222n222e2228h22.22, MM 2122222, my 2nly 282222 MM 2f2s2222n2222222me22 j sifymy d isin, I222212 aMgu2 MM 22122222  119 Directions: DoWoW cnrwthWWIWWIyourcassmtes.Maketheseyour own eiions. Writ yurawersWto the two quesion belw asyoutink Jose wuld anwerthe. If yu ereJos, ,what wouldbe your "only chicey?"_______ If soeoe sk fyuto1 justify this deiionI, fou gie the folloing WAITto proceed untilntrucIIted to do doby your teacher. 119 bfyo fIT re~ Jose, lhat would Ie sour "only choice?"________ If someoe fs b you o jutify thisldeiionI, yu gill the folloing1 WAIT to proceed until istructed toWdo1W by fouf teacher. 119 Directios nt con111 lferwith yourI c lblaste. Wakltheselyour owITdeislions. Write your anwers tothe two question If youwereIJWse, wht WAwobeyour "Wnly hoi?"______ If someWWW Wsks yWW tW jbstify ttisdeiionW, yWW Wive thefllo~bwfin WAIT toWproced until1istruWtedtoWWo sobyf uteacWher.  Gotoy 02022S1200 Directions: 2Work withomembers of your group to find the best asesto the questions 0hat folow. Grouop 02cisionSheet: Directions: Wok ithebersof yourouptofid the best ansers toequestionsotht low2. 02 believeo the boot 00ing to 0o 0s to______________ G~oopDo20000 0 120 Directioo 0ons or it eberof yourgroup to fiod the beot asesto the questioostt ollw. 0e 0e10eve the best thing to do is 02 0e 0e10eve the bet thing to 0o 0s to_ If asked 02 dedo our recommend00ti0, we0 2o0010us00t002f2000w20g argument:1 0222 02 proceed unti1 0nstruc0e0 to do so by your 0202022. If asked to dfdo our 000commendation0, w00would use 01e follooiog argmt:0t 0AIT to proceed un001 000tru0020 to 02 00 by your teacher. If asedt000ed u tre002000002ion000000, 02 00010 000the following argument:1 WAIT to pr0222d u000l instructed 02 do 20 byyourtea000200.  2. Jose's ftherbwabidhidhddof a1lage familiy. Wilt we id responsibilities? 2. Josedsfatbdr idd didd. 2ow bdd ibidsdlbanged Jidibsbiife? 3. hi Cesarbepandedithebfailiy biibdddby ivdsibig ini cddrbai mande. Whablidldbbaidlay? 4. Josiediiagrddithbhis fathbd's day 22 dxpadiing bbde2fddiiy bsineds. iboddid Josbifeeddihibubisd insshdbbdexpanded? 5. A dbbngddsJiddlsbfdthbbasliiig,bh d thdbiby erlduidt bid aged dhibiblidiigsto cntrbidhefamily biibdd. lit Josdiadsdihbdd poddweiid dibbituai.Whabisidhbbdodubcbdo2 6. Jose ibid bdd bbde pdwd2 22 bbddge bbd bived 22 bid bdbbbrydmi. 7. buposyodd arebaldciablbidtilbdddishbbing to tabbdvadntabge of what Joidoin ddg did bab done as ibd new bead if ibd family bsidlddd. bivedisbidibbidsdpddddb ydb digbb gidld b. Whobdl b d rdadedld eddbddf22reddyisibility, DiiiCbsbrdorAJos? 2. Jose'd fibbh2rwad bid hdad o22aldge2ddmiby. Whatiwerddisi rddyobdibilibbddb 2. Jose'd flbhdr idd didd. H2dbhbidtiidchandgdd Jode's 2i2db 3. Doi Cedir xdieddd hefamiy budbibbssby ilivddbing ini certinibadnned. 2hatdddd ihab dby2 4. Jidei dsdagreddwitisbidtherd'd dy if dipandiig bid fddmily bdsibddd. 222did bide fddb bid budibdsbdsbuld bd dxpanded? 5. Ad lobg dd Jidsd's iida didebribas idl idin, bi h d ebiwd ueddto bid agdbadhdin22gs, iibibirib bid family bidibddd. But Job6 aldi bad powedbi22tbud ditutibn. Whab is bid doircd 2 bid powdrd 6. Jids nob bdd bid powddtoichangeddebidvbidddof bid 2iibbrymeb. 7. Siypise yii did I docialidtiledddywidhing toitaibidvantagebi if whiat ois dodiig dnd ha2donibidslbhbidewbeadi if bid family busiebd. G2vedbbud, iibidtydineapehfo ightiibgive 8. Whoi 2a2 1 greate ddidd if responibilitiy, Dlii 221a2 22 Aodd? 2. Aosd's 212212 was bid ibad if Ialge family. Whai were bis responsibilities? 2. Josd'sdf212212asbied 1. idowilh 2221hislangd Aose'd 2ifd 3. Doi 26112 dxpanded bib family buinesddIby iiivestidg in certainiim11121. Wlt idad ibid ay? 2. Jose disagreed ii bid fatherdsidly 22fdexpndig bibfamily 22122ess. 2db did Jidse feeblid ibhddbusnsihudbe 2exdpadd? 5. As 2 l basJidd' fluthe 211a2222221n21 bedhd hipoerdudidto bib age 122 hdlbdings, tiiontdl bthe bibily bbsiness. 2ut Aidedlshd 12er2idb2thiid bitduti. Wilt 2 id 121221rce22 6. Jiose1 n bw bibs dbth bdlpower bido 22dbdlngbb thbiIlivedfhi iontye. 7. Sbpiddyo222re21 1didistbd 2121dewidhing tbidibidvantabbge 22 Wilt J216 21 doing did hbsdo2221asItbidnibidh2112o22tbi family bbibbss. bivenltbis, duinebil spe11122yodbight give 8. 122 bid I greater 11211e22fdbysponibiity, 222 26112 22 Jose?  Affirmative Format: My Choice I m abusinesman2Min SaPaulo, Brazil. I mMMM2Mxecutve in well-establMishe, fam1l-run business. I a uedtotMheM benefits 22 1nf1uenc2 and power because 22 my family's 2c2212icposition. Through this posiion Ihave Mecured mny fiesiM n1governmentMwhohavecon tributed tmy family'sfinancialMsupport. I believe that capial power 1ashelped my 2222122 prosper Mn2 has provided material things 222 m yMeple. I have benefited 11 temsM of my own high standard 22 livig. LMM1 Meek a Germaniutomianufacturer2Mwhich 1as been selling cars in BraMzi. proposed M neM venture that 1ooks promising. Because 22 tiM increased 22emnd f222utmoibiles 22n2Brazi, Mnd the high cost 22 transporting MssMmbled cars 2ro2 Ger2mny, theMpr22o2221is to22u1112 assMmby plMMti 212 Paulo. ThisMculdmean MM rMM profitsfo222 ban ichMi controls21 51% o22hisMutoM2 ubsidiarin22Br2221. Recently, however,ithere asMbeMnincreas MMigrentment f forign corporait~ion'itruing in 2rMzil. MnyMhaMsMMMetpowMM2oM2hM forig22corporMtion. ThiM poeMMha1MbenIMM in tMhiM Mconomy Mnd in iheIM vemenMMin m2MMMcontrMlM nd influMMcM. 21us, lthough foreigMnMcmpMniMM hMvM broughi capiial invmMenMMMandMM2e2MMMM2eMti2 joMM 222 Brazilians, iihieir ifluenceiiiternl affaMrsisreseiied. MyIMIbankMMMM M is onene aot uc esmentsMMM, b121o22hiM othe hand, i itMalogained power in Brazi throughits 51% control 2f BrMziiani-baMeM2foreign industryJ. I bMliMvM liM MMM vMnturM wii bringMMbutmoM jMbsIMor2MraziiansM, and, 22 2ourMM, I know ihai i- nacal twud beMagood moveMMsIMhavedoneMMmMke2 aays wichinicateMiM a MeMd 22o MMmor atmileisM. owevMr,becaMsMMo22thM estmeni2of forigninflnce, particulMrl onihe pari2ofMseMeM high govMrMMMni officMi, I feMM1tha1MM Misemove aMtMihiM poini 22212 IMe221t12ounMerMakM 11MM 2MM vMntur, 121 rathMr, 12 gMain2222er22211 thiMgovermenMMt. S2221porM ou22212 IM trmeMMMly hlpfulin12futireMb121- ing MtiviiM. AnoihMr poMssiiity wMuld beMtoMMl2211t 221u22fm iys bMnking empireMa222stMbiMha MewMMraziliM2 22mp222 hich 2 22212 2ire2 it222 the iM naincial backing 22 ihM GemanM2auomaMMufaMt2reM. MM 2Mc, hiM possiility hasMbeeM2onmy mind f222sme meMMMoM, MspMciallyMaftM visitM 12 GmaMy t12l1222i1212t1112m222122diMMcrMtMy. TIM GermMM 22om22nyMMs2MealyitMrMMMMd 12 my chooMing IhiM 221122. AM M 22122Braziianui nessMM mMnM, I 1aMM 1hrMM choicMs:1) opMM an aMMembly p1221 und22m2yeMisMiMg banMing buinIsMM, 2) MMMMbliMh y own company w2111t112b1221122o22GemaMM2caMital, 22 3) 221 22 ither of thMMMMwM Mndgain powMeMMMih MheovMmMnt. AMdei2i MMaMMo1M MMmad2222on22 2 212l losem y 2avorablM 2dgM oveM2th cmpetitionM. M2really do't1ke ay ofMthMMechicMs. I2MMMrch or2quite2 21112 222 2 121122 Molution 12 myproblem, hoping 1121 I w2111co2222 2111 s22211122 121122. Finlly, 22122r2weighing 221 al12rn2tivMM 222 222122112 22221 My 121 22 I mM 2 1us11222222in 222 22212, 222211. I2amM Mn 2x2cu11MM i well-esMabishMed,2famiy-run 122122MM. I2amM MMd 12 112 12222i12 22 112122222 222 powe2 12222MM 22 my f2221122 2222om12 posiionM. 2122221 11is position1I2haveMMecuredmany fr2222222i12go222222221w212h1222c22- 12112122 12 M iy'211222122221su22p222. 1211222ve1121t cpital 22222 122 121p22 my 2222122 2222p22 222 h22 p2222222 22122121 1112gs 222 my 122p12. 2 1222 121221122 i2 t2rmM 22fMy 222 high 21222222 22 1121ng. 1221 week a2G12m222a2212m222222212222w21121h122b1222sMlling 2222 in Brail2pposep2M newMventure t1121lookspromising. B222222222112 increasMd demnd foraumobileMMi12222211, MndMthehigh coMMM2 transportin asmbled11car2222r2222222222, 112 22222221 MM 12 12112 22 2222112y plan1 1n 2a2 2a212. 2112 22212 2222 1argM profit12or22 Ian which controls51% of thi a2212212121ar 1i11B2ail. 222221ly, howeve,1th22ehas ben incrasing 222en 21nt22f221eig corporations' i121222122i122222i1. Money has2mean1power forth foreign corporation. ThisMpowerhas been fet1in th22ecnomy2nd1i 112 2222rn2221 in 122mM 22 2221221 222 1nf122222. 2122, 21112221 2222122 22mp22122 1222 1222211 2221121 1222212e212 222 2222122 22122 jo212f222B222221122,, 11212 222122222 1 11122221 2f22122 MM 22221122. 2y21222 1 2o2c2r222 21221 Much 2222n1m2n12, b121o21112 21122 1222, i111MM also gainedpower i1222221211h2221h1MMs51% control o Braz1iia-baMed 2or2ignMi122221y. 2 1211222 1hMM 2e2 2221ur2 2111 12in 212212222 jobs1M 222az2l1a22,222d,22222ou2,22222112121 f- 22221211y itiw2212 b2 2 g222 2222 22 2 1222 2222 2 222121 2221y212 121ch1indiMates2a2222d222r2222e2a122211122. 2222222, 1222122 22 112 221en 22nt 22 f 2122n 112222c, 222122212212 22 112 par1 22 2222221 high g222222221 officials, I 2221 1121 212se2mMve21t tis, p2121 22212 12 221 12 2222rt212 1122 new 2211ur2, 121 22112, 12 gain 22222 2111 112 g222222221. 2221 22222 22212 b2 2212222ly 121p221 12 221222 1221- ing 221121122. A221122 possiiy 22212 12 12 pullo221o22 My f2,21y'2 1221222 empire 222d221211121h2a22ew22221112an22om22ny21121h2I22212dM22re1t2111 theMfinancial backig ofMIe2Gman automanufacturerM. 222a2,11hi2 possibility 122 1221 22 my 2222 222 2222 1122 2ow, 22p2212212 22122 212112s12o12,rm22y 12 1221 2112 1112 221122 21222212ly. 212 122222 c222222 MM 222112 1212222122 in my 21222122 1122 2p1122. A, 2 young 222211122 12,1222sman, 2 1222 11222 212222s: 1) 2p22 22 22222112 p1ant1u222 221211stn1222122n 12,222s,,2) 221211121 my 2222omp 1112122te bck2n 2fGermn cpital, o223) n22122211122 of211e22tw1a222 gi2MM oe2 wih1MhMgovernmnt. A2222121221221212b 2222 21 2222 22 2 21ll 1222 my 222222112 2222 2222 112 cometition. I really don't112s2any of1these choice. I2s22rch or2quite wh112 222 2 121122 22121122 12 my 2221122, h122122t1121I 2i2111o2222 2111 22221112g 121122. 222211y, 22122 22121222 211 211222211222 222 222122112 222212My 2212 IamMMbinesmaMMin Sa Paulo1, Brazil. I m anMexecutiveM1n well-establiMhed, 222112-r22 12212222. 2 a2 2222 12 112 12222112 22 122122222 222 22222 12cauMM 22 My iy'21 c2o2o22212po211122. 2122221 11MM pos11122 I 1222 2222222 2212 22122dM 12 2222222221 212 1222 221- 2 1211222tat 1121al 22er1121eped1122my 2222122 2222222 222 has provided material thigs f22222222212. I21av212eneite22in12erm 22 my ow2 high 21212122 22 112122. MM 222211 22222222 2 new 2221222 1121 12212 222222122. 2222222 22 112 increased demnd for a22122212122n Brazi,21,n222t112high 2221 22 transporting a222221122ca222f22222222222, 1h2 22222221 MM 12huid 22 ssmbly2p1anM in Sit 22212. Th11,c22212m2222l12222pr2f22112o222 an 12122212212ols51% 221112i2212s221bsidiary1222221i. 22221112, h12222r 11222e 122122n increasin 22221tm22122222121g 22rp22211222' i121222122iM22razil. MnyMyas2meanpower for11h foreign coporation. This power has2been2et112he2economy and i 112 go222222221i121,222 22 2221r21 and influenc. 212,21112221h j212 222 2222111222, 11212 122122122 in internal affairs 12 22222122. 2212ank MM 222222222 2bo21 MucI resentments, huM 22112e21122 1212, iMMh1s2a2121g222222p2222 in Brazil through112s51% control o Brazilian-based 2222122 12222122. 2 1211222 1112 1e2 2221222 2111 12122 212212222e 5212 for Brazilian, 222, o2222222,222221121hati- 222212112 it w22212b12a2g2222m2222a22I2h1222d2222a2222121 22alysMM which indicates 2a2222e22fo222mor1aut1mMle. 2222222, 1222222 22 112 22222tm221 22 foreign 122122222, particularly 22 112 2221 22 2222221 1121 2222222221 officials, I2f2221t1121a221222222e MM tis 22121 22212 12 not1t12222221212thi11n2 222221122, 1u1 221122, t12a21222222 2111 112 g222222221. 2221h222222 22212 12 221222212 1212221 i2 221222 122k- ing 2211211MMs. 2221122 poMsibility 22212 MM 12 pu11 211 22 my family's 1222122 2mpi122a222stablih a ne2w22ra22221122c2222222w21121I 22212dM2221ct2111 112 financial 1221122 22 112 22rman 2212 222222212222. 22 2221, 1112 possibility 122 1221 22 my 2122 222 2222 1122 222, 2222222212 22122 21211, 12 122222y 12 1222 into th11ma221122212222121. 212 222222 222p2222s MMll222112tedin2212 2my choosing 11MM 2p1122. Asa young Brazilian businessma, T2122211222212122ces 1) 2222 22 22222112 p12n1 22222 my 22121122 1222122 12212222 2) 221211121 my own company 2111 112 1222222 22 German 22p1121, 22 31 221 22 211122 22 11222122o 222 gain powerMwihhM ov22222222. A22ecision1MM 1212 2222 MM 2222 22 I 2111 1222 my 222222112 2dgM 2222 112 cometition. I really don't1112e22y22f11222e2122222. I2222221222121122 21112 222 a 121122 22121122 12 my 2221122, 122122 1121 I 2111 2222 22 2111h22s1methi121122,r.2112112, 22122 weighing al1 21t2r1atives Mid  123 thi cnsqcI dideM _o their consequences I decide to:_ Drections: Do not conerith yurclssats.Mke thisTyour DiretMions:Do tt M onferMT w ith yourticlassmates. Mke this youitr T oMwn dectMIIM ision.' tt iMititittM My reasos fortichoiear My reasonstfo Bit hMTistchoice WAIT t proceed unitil instrucMted Mo doitoTbly youteacherBT. MAIT MttttoTroed Muntiintruycte~d tBit so by youriteaTcher. MAIMTt roe utBM iMlinstMructd Mo doisoTbMy youteac Thert.  124~ We belive the bst thing to do is to______________ If asked to dfd ou rcomedaio, e oud u the following We blivethe bst thing to do is _________t____ If asked to defen orreomedainw wud use the follwPing 1.24 Directions:Wok withmembers f yourgroup t find the best PnserstothP questions that follIP. If aske~d to defend our rcommendtin, PPePwol uIP thP following WAIftoproceed until intrteto doPsoby your teacher. WAI t poceednti istted to dosobyyour teacher. WAIT to proceedP uitil instruted to do s by your teacher.  111111.l~p~l 11 tllgil~ ll125 1 2. 1I1111t typ 112btit ssli 11hpe122oun 11 1111ecutive? I 1 4. Some Brapziliia 111n 111s1fee l ipit 111gy ha Baillshld b1111f1or yrlia ony ow11211?e butfrig omais pr ating 11111111.in11 1Bra1zi1l?111111 125 1. In what 1111117 dll 1h11 1111 p1111? 3. W1711ar21the1ot1711111 e1711 im 1? 4. Some 1211111111 2111 qite 1121111y 1111 121111 1h11l1 11 212 1211111111 lnly. HIlldoIt111f2e2111ot1for1i2121111 ni1s1per 11- 7. T1e1yo11gylln1121thissto1y1ha111211121ifluence1 other111111 thi1 soryh1 candothe11 higs,1oe o1wic111711?stodo 9.u11ose1helpianno1 11n1 11117urt111pip,111 121111111 wlitI betuet aytatol 17211?l nwwhtitmas ob powerless? 1211111111? 1 1111111 21 13. 1Sug1os111111111e1the11171g11111t12111nd11111ch211112 do12othiby 1121117ll, 12122h22117 111211.d111pappen? ~ 11 125 1. In 1211 1111117 does1111 1121 plc? 2. I 2 In http f 11111111 is the 2oun1 111111121? 3. What1a121the1otio11111 e1711 im 1? 4. 1111m1211111111 2111 qute 112o1gly th11 121111 111ul? b1 212 1211111111 lnly. Ill do tbly 2111 1bout 2or1ign1companies 1712- 11117 in 121111? 6. The1young m111i11t1111st11y17as1power1toin112111111o11112. In this 11o17 he can do tbree 111171, 1on1 If 12111 11 121111 to do. 1Suppo11 11 1anno11f2111a1f2u1111o1711n, Io 1211 1xt1n1 1ou11 11 be1tu1211sa th ony the117 11powerful 1211 1211 it 11111 to 11 powerless? 7. 1117111 yu 1121 1h1 young 111111121 111 fo1 11os1 to do 1111117 at all, 1211 would 111711? 9. 11rman capital int1111s11117cpuldhelp the 121111111 11111my, do you 17211? 12. Large, mltinationlll1o1p171t11111f12111obt1111g1211112prof1t1 by 112111117 in 1121212 foreign 111112111. 2111 produces1powerlf 11 international 11211. Hwis 1h1i11gollad howis 1hi11,bad?  126 As head of the power2ful 212 influential Chet2 Rfrefamily2±2, 122ou22 continued acqisition ±f 1andholdings and substantial in- creses iis mone1arywealth. But yo ar a2221 arethit the basis of you2221122's we1th was oriinal±liy 2221v22 from,.the c__ui- stadores, 22212f222f22, 212 conquests in the n 2me 122he2churh. Y222 222112 has contributed 122ge sums of2mo21y2tothe122huhfh in the past several years 212 has 2222 donated 121d to it recently. 2221 family's imprtant psiiis inica2ted by thefa222 that the bronz2 plaque read±1g "Chet2 2effr222". 2221 family 1s influentia1l nt 211y in church 2ffairs but 2222 in gvef222t.2hrforf you222 eforward1ing 12 certainofficialsom proposals w12i2h, if enacted, 2ou1d 211i1122 the 211222',authrity to a 11221 acceptable2 to 2212 family. The situation, 22we22r, ±2 221p1222121 by 222e222ct1th±t tw otherf2±2famiiesposesingconsiderable influence ±2212222te2s2of±chuc and1sttet d22n121s22212your 2once21. Rther theifr2222we 1isirectly re21te22t12he1c2ntitiiont±f t22 1h2ch1's great authority. Yo22h2222p22pos222othe122overnmen2t the fllowin2g12actions hich wold liit2the power If the 222122 but 2221ld nt alienate your 2e- woul2 bring 22222 122 necessary 2221g22 ii 122 222122 221 22212 any 126 A, head of the p22222221 212 influential 2i222 2222222 2am112, 222as22 in it, 22121222 221122. 2u2 222 222 1122 22212 1221 122 2221isoyrfamily'221122a22211wa2±originall2y 2221222d2fr2m t122conqui- 21222222, 221122222222, andconquests 2±2 22, 1222 22 122 22212h. i1 the pa2t1s2222211y2212 212 has 2222 2212122 1212 2o it 22222112. 2221 fami1's 2±2p2r1211 posiion12s111122122dby 122 2221 1221 112 2irs1 2221 2221 in the 2ctedral 212 2122112 22222122by 2 121g2 b22±22 2laq12 2222122 "22212 122222±2". 2221 fa21112 is i±fl122±1111n122o2212in 222122 ffa212s 211 22,2 prp22s22212w2212, 12 2212122, 22212 2±11±1s2 122 church's 2u12or11 to2a2l1el221ep2222212212r 12iy21±12. 2222 2±1ua112±, 1222222, 12 22221122122 by 122 fact 1121 122 222 1222 22222222 12 122 g222222211 122 folin1g ±21121, 22122 22112 1±2±1 222 22222of the12hurch t 21u22112t±21i1121212yo221r2- lations11ip1112hte 212,2families 122r2222122,1y 221222 2221 212121 222221h 1222th21 22221cal1 222c2hu12±1c2±2 22212m2212 ar2±22122yo1222222222a221n22n±1o122r22222rio2r22212hic± wouldbrin21±2±2112± ecss22 112 nes 21222chu22.bu211,,.an 126 c222222 in 12, 22221222 221112. 122 you 222 1122 22212 2221 12, 22212 22 your family's 211122 w22 2212±1212y 2221222 2221 222 conqui- 2221 family's 2222221212 22211121 12 112122122 by 12±2 fact 1221 122 222122 212112 2222121 "21222 2,2rn,". 2221 family is 1nf112±2111 121 only in 222122 222212, but 1122 222222112 11122, if e22122,,w22112d2±21±1,2t222c22212', 222222112 2222 212221121, 2222222, 12 22221112222 by 212 2222 1122 212 212d22212t22d±21ot har2221ur221222r. ±222222 122±2 22122 12 21222212 2212122 12 22, continuation 22 22, 12212', 21222 21112211y. 222 1222 22222222 12 222 g222221212 222 2o112wi±g 2211212 22122 woul2d1limi1 2h2 2ow22 of2t112c212122but w22112n±21ali±nat22yo222r2- 1211o2±2212w1t12t122o21222f221±212,n122222122212 221222 2221 21±122 ±22j22r112±2212ioof 122 22222 2211112,.  2121eciio2. 7ark your2f21st1c212112wiAlla"1" a 112 1221 importan1 act1on, the2n2xt1m2s21i1por1121 121121 with a"2" 122 22 21, 22n1i2 722 1122 2a2122 all1c2121222wAtl the 1pprop21at2 2211222. ___AUl 211221a12 p21112122by the2c211221wAUl12e22ev2722dby Iovernmen121222211. Tax1allycontrbution11to1th church2whethyyreal2e1ta . 212 222121222. M22121ou7212rstcho212122tAll 1 " 12 112 2221 21p221221 a21122, t112nexA 2221 7mport121 all2121222sAllt112h17771921112te1num222. AUl 111221212 721112122 by t112c211221wAll17e22212222dby g2772rn221t22en222s172222e72ublicatio. 71127 112 212222117 22 211221 72192217 122 121121292 12212 go2e1nme2212211221. T2ax2all11o2211b1222n222222h12c112c2 12e2111 22a1191217 12r 12292121221 2227u12e7222222l21111s1121er2112o12a22 22 byt7212 1212172 212 222121212. Mark1y7212f21221c212112wAll 1 "1" 12 Ite1221t119221121t121121, 117 1221 1221 219221121 actio witha 1"d 22 22dso21, until you have marke Ial2121222sAllt112h11921921112t11211222. 221191222 222172 Aill 121t72212 1 pulicUie1222n17d12222 AUl211221122s7111121he2 by t117c211211wAUl12e222112w2dby 9221212221t2122222s1222222 72111211121. 71121eIal2122222117p22f211211h72ro7217y122d121121292s212222 9227212211t22112ro1. Tax2allconiAb221191222 272122h12c1222e12e2111ea2 119121 WAIlt 7rocee2 21111 instructed to 22 12by 1912 1212127.  128 Grou.p 8ecision Sheet: Directions: Wrk with .members1 ofyour group. Aslagroup, 1a21 the '6" by the worst 2option. Religious .orders8will.not wea inpublic 2iew 12y dres -wh11h1would identify their position withthe urhIb2. 118 place d nder vernmet 81e211111o11. - All1 materials published by the c1huch 11il 1 11reviewedby government ceso 22beorepublication. P1ace 8l1 ownership 22 211121 properyya118buil18ing1 undr Require al1 religious orders1to82a118)n1th 22 loyalty 12 the government. WAIT to proceeduntilnstrted to 12 821by your11eache. 128 Group 212i1111 21111: Directions:. Wrkwith membersofyor22 op.As a18rup,21nk11h best chice ad mark t "l". Cnint o rank 22the other 2121111 111i11all)1embers22fyour group 1av1 placed8 "6" by the worst option. Rel1gious or21211 ill)1o1 1 ear inpublic 8iew any 811ss 221i21 21118 identify theiryposition with the 211121. 112 p1aced 11888 government 11g8)11i21s. Al materials published by the 211121h8w11l11eyreviewed by 8overnment 2ensors 1e2221 publication. Plac21a 2111wne 1hi 22of211u21hproperty 118 18)1di11s 11811 government 22n1ro. TaRll contribu111on1221 218211h2rch81h11h2111e22 12t8)1 8811 12 proceed 11111 1111122112 12 82 12 by you11t11c2111 128 Group 11211128 21111. 2111211io1.: Work with 11membersof 2you ru. A8112111u,1118111h best c212121a1181r121111". Continue to rank the othe "16" by the 11111 bption. Re1li12ous218111s22221 821 11a1 in pub1i2 8ie2 11y 1res1 -w11121w11.12identify 11111 p2111i11 8)1h t11 211221. 118 placed 11811r2221111111t11e221111211. 811 111111181 publis118 by the1c211221w8)1111 11v)1118 by g221111111 2ensors 111211 publication. Place21111 )1wnership o2 21rc 1rpety and 118181ing11u1181 2governmen1 221112l. -Tax all co11r11112o211t218111c12r1181h11h2111e22 121181 WAIT 12 proceed 111il 1111ru2118 12 82 12 by you1 1112111.  129 129 129 Discussion Starters: Discussion Starters: Discussion Starters: 1. 2122 222 2ac22rs imply t212 1222222 22f9power12n2112s22toy? 2. What2 221a2ionsh19 exist2 among 21u221, 22229, 2a2d2family 3. What re122ionshi9 d2 you s 1222etween t 12id2a22f9pow2r22n 3. 2ow wou2d2t212p9oposal 22o21l22122 22Refrene222fe2t2th 5. 222w12s92222r2222222d12n your92omm2nity 222 by 2ho2? 6. 222w222d21he92222e2e22222ly 222g122l2y.a2q32re2t212p9si1222 7. 222 22 you feel 22b222 212 re2221222129 22 212221 222 212222 8. Describe your 2f22222g21bot t212p92222t2122a22222p2o 9eop912migh12h1222ove22a22i122212221n2suc21a212h21chur1. 1. 2122t222o2fa2222s1i923. 212 221222222 22 92222 22 2112 2222y2 2. Wha2t221221222119p221222s2a2229 212221, 22222, 222 222i1y 3. What 221222222119 22 y22 222 1222222 t1e 122a 22 92222 222 3. 2ow2woul22t212p922922212o22e22 22122 22fr229 2f2ec2 t12 5. 2o2 12 92222 2222222 12 y222 22mmu212y 222 by 21o22 6. 222w212d212e2222222e2f2223y 222g122lly a2232122t21 position 8. 2escrib1 your fe2l1kg 21222 212 92292 2121 2 g2222 22 922912 21g12 1222 2ve2 an 22222222122 2221 22 212 212221. 2. 2122 222 2222or2 imp22 212 922222222 22 powe9 12 211s 2222y? 2. 2122 221222222hi9 221222 22229212221, 22222, 222d222233. 3. 2122 921221222119 22 722 222 2222222 212 1222 22 pow22 222 3. 222 22212 the 922922212 22 21 22922 2222222 222222 212 5. 222229p2e2222r2d9222o2 comu22y2222 b 2 wh222.22 m2? 6. 222w222d212e9222222 2family221i112ally 2232222 212 92222222 3.. 22222alt 221212221n 22222212f2l2221n222222 2. 22o2291you22ee2abou the2rlatioship f2churh andstate 922912scrib2 12222f2222n22abo2t2th22po2221t12t212g212221.  130 Rank trder Formt:The ~tTortlt., foint of Vito too rea emerof the ofollatfaily. W0il10nottyttheadof thtetfamily, yowili, ti theldettthil1, toeday becomeohad. Yo hv beinvooled inthtpoeedingtofltefamtiyouncil tot it hs betoe clearthattany waknig of th c orh wil fiitely wetkettheItpoition of your ftmily. toot faily 0has btto otty dotttd to the cthurch suportedtits idals, tndtssitted it otoi crying onotritosprogratmt tsigneto t tificatotttht ptttttttsad htt, thogh y tfailyspsitin of ttyottotetatsottwtot thatthe tandardtfof living whi1101ou to tnjoy comes, it 'troopt,ats t rettlt of 0you0 tuppot of tht church. lmtveothe o ttwih ytutttd your ftily o njy. Yott htvte totttid l~tha 0 tt Fmly3 tltt tpptstt tht ttfrttt ftilyts OropslttitwItkenttchurctower and wt ohiletheOttretotmtpti- toot it tthtrtwaty ItthRoyot faily ottnItettco ttideretilies it e gafd to ttittaining thetchuct'ottorioty ttand tainotiting tht OTotttounterhtRfretotpoptoals, ytor failyatooteprtletttest of thetoyotfailyottttt adevtlopttt intl ult r-pootttlt. Yot htvt bttt ttktt ly yortfamiy t00100nltepoposaols OttO til ttecotmttdttiontso sito teotteoit thicl youotoult faoth irim opt- tou tot t ttmbtr of tt the olit, family. Wtolt ot t httOttOof ltefamily, youwolt, toslt ldetotOh0111, tottdty betometthett. too havetbOetoinolved10 inteOproeedings of ltefamily toncil tnd it hatsiottomcltearltat ay oteaktoing of lteochtool till definitoly wttkto lit potiiton fyoft atoly tourfailyloaobeetoot deottltlttedt ot huc, tuppotttit dlsanttttistedtt irrit ngOt 0 otfaious 00000000 Otsined It 0000 thepattsh. tou ttl thttlhttihurchhtt bttnof greattig- nifiaceto tth pttttsatts t hotghyotofail' otiionof powto, tttblttd the olitt faily. to alto Ot of assittanct It tht patttt wo hatttttotttnyor ladt.toto ftoily htttpettto- ttyou toreoalootatt thtelttttanadoflobingtOhth000utno tnjoy tots, it largt part, it t retult ofyouto tuppotof tt hurch. toYoou oizetthatIohtngtt ticl till ottaktenItechhi ls013o t- tooethlet poteowh100 yot tod yotor0ftolly tow, tjoy. to htvtfount lhatl toeRoytotoailyaloopoothttRefrtnt ftmilytspootaltosttto aktchhoweotttondt wiletyatotcottptti- tort it othto otyt, ltetoyotfamily ott bt tontidetottatieitrt gardto Itainttaiing lte hurchs tuthority tot thutsotoatntaiig the ttotilis'own otiiot of 00000 tithinthlitcouootry. To tcoulOtheRfretotpopotalt, orOtily tot tpettttatlivtt oftotyo fa tttyttttaddeol cetalintotlt-poostlt. too htot Ottn ttktt by yourOtamly to 10100glteprposals tackOtthil reommendattions ttto lte otterin 0hith you wl totldltvtotheorit- 130 too tot t tember of IheTtorulltt fatily. Wtolt tot yetthead of tht atiliy,yott tili, Ialtsttheds ld00sotdaybetomet htad. too tos booote teatt httoy tottkoning of th hoc il10 tofinitlyi weaethtteltpotiiot of yoto ftmily. or famly hOttbettovottodetootd to lteottool, topporltdito itteals ,t sistetdit i ritno tg ovaitostrgramstdsignedttol 1elpIhopeatsl. Ooftl thatllthtoturh has bteofgretttig- nitotcoaInOttttttotte esatItdhath1ou0gh or tiyts otititoof power, eobledtheIToruefolitt 0am1l0 to alto bt of assitanctto t petstntstwho htvewotktdoyorlttts. torofaily has spentcott- tidtrtblt suos oftttoytnlandtimprovtttnt projttts. Btou000et tlsotawtrtthaitIthe tanttardof lvinog1hich00outtt enjoy totes, it largeptt, to a 0eul1 of yortopport of tho chtoch. too rtcogitt thatl hngtt 011c0 till ottkto tht 01ur01 tili tlto te- tooetIhteOtpowerwhichyoo totdorfomily too tojoy. toootta ountha 10 t tetoytotily atiotoppotostlht Otfrtot familys propoaltto weaken thtoch powetoatoothlitthty at ompeti01- toot it olothwysthlitoyto0fa1000 0an Ot tottidetottalieitrt 0ar0 to otintaining tht ohutoh't tuthotity tot tho, otintaining tht too tiliestow ottstititonof00ow0rowihinthttcoutory. To tounttterhtRfreot propoat, orfamily tot topeototttlitot offthetotyotfaily mettttottt vtloptttait tot-proottlt. too hoot Otto atktt byyotto ftmily to bolot thteOproos btok tit reomentdatitosat t hteodtoit which you ouldttfaoo thiroihple-  131 th otiratat ion, the nexyt tybb mos~yyt importan w3ithba"2" and so b1n y unti yyouh akedalb six. ___Find a wy ytbydiscredib bbe Refrene family'sreputation. ___Bring pressue upon cerin ~bgovefnment officials to debay cobsideratbonbof prposyebd chbnges for nindef iiteperiod. __Encourage the church tolappybyanctionsagaihnstlthe Refrene family suchbasbthreatif yexcymyybicytib. bis stillthyeypowey by yutting yyonomic 3reysures1upob 1ha1 ___Wrk with thy Refyryne family forthe purposesyf moderatbng tbe proposals. Accept theychanes as a matter f detyyllny y woryybwithb WAIT tlbproceed untl instructed to lb soby your yeacher. 131 Diryctionb:bDo botbcofer withyour classmate. Mke theseyou own deision. Marktyourfirst choice with a"1" yy the yost important actionb, lbhebnextEbyosbimport wit a 2 b nd bo b, untllyoubbave marked abix l. Find a wyy by biyyrydbl lhe bfyyyefamily's yypubatbon. Briblrese poyyyfyertayyyyyygovernment yffilsby ydelay yonyideyatbon of proyoyyd cbangyy fyy by idfinbty yyybod. Encourage the church tolbppyybsanctionsbyagabnstbthe Refrene baily yuyh by threat If yxcoybuniyybion. by tilU tbe yyyyy by putbbng yyyyyyyycyyressyyyesupobtha Wok ithlbbthy Ryfreneyfaibly fly tbe yyyyyyyy yf bodbrbbing Acceptbtbb chabgsyas a matteryf bestby ynd yyyb yitbb bAIT bo proceed unibbinstructed by tobydybbyby urtace. 131 owy bycbsboys. barbkyyourfbyyb ybybceywithba"1"a Find y way tlbirdbybbitbte yfryny f~aiy'sreyubatbon. Bring pressure uyon certain ybovernmenl ffiyialy lo delay yynsydeyyyioyyobypyopysyb changes forabybydfiybty yyriod. by ytlllthe pyweyyby yutting economiy yryyyuyyy ypyy bhab lorA with tbe Ryfyeny family for the puyyoyyy yf moderating bAIT ltoyyrocyed untiblbyylstbyucteby ytbydyolybyyytace.  132 Group Decis±on Shet: Drctions: 1122 with members o f yur goup. Al 121ro, ran th othr chies ti1lbllbrf your grou hve placed 6" by th worst option. __rin21g pressre pon certain government officialsto dlay consideration of proposed changs f212a±11nde±i±iteperiod. Sek assitance of aneihboring1212try hre the churc is stlt±1the power by ptting econoic 11rssure uponthat 1or1 with the 112re11 family fly the purposes If moderating the popsals. WAIT to proceed until 1nstructe1 to do so by 22ouf teacher. 132 Gyrouy 1ecisio1 Shet: Directions: Work with members of youlgrouy. Asla gfouy, ra hbestb choice21an11mar22it "1" on~tinue to fra the othef choices until113l1me1±ers If you2 1rou1 have placed a "6" by the wofst opt±on. Encou1a13 the 11h1ubyht plyllsanctions afainst1th1211fthn faily 1111 11 11ffat1ofllexcommunic 12at1i Ifon. f 111 111121assis1111111ofaneittboifnIfc1111r12w111elthA 1hurc1 112stilltepo ypfuld11± ltlti 1codomic prysu21supot~hat 132 D±ictions:11ork with1111111sIf 2112 12ou2. Al a 1roup, 2111 the othef 11oice1 1ntil1.11 1111121 If 2o12 1rou1 hve placed "" bhy the wort ption. 2ind a 11y to isc±re dit the R1122111faislys reputation. -B11±g1p22111121upo11certain 1goverme1t officials to 1111y consideration If 22roposed2111111s2fo2 11 ±1112±n±t1 period. 112112111 t±1 111221 to 12p12 sanctions against the 1121111 ±1 stlt±1th1±1powe1by putting economic 221111211 1p11 that 1W21k1±1thI1121111n211113212or1the2p11p111sIf moderating the proposals. Acept the 1h11111 as a 11±112 If 1111±ny 111 work within 1121 to procee1d111ntil ntructed 15 dloIsohy your teacher.  1. Why did dli Tiiiiiafliiiily diioii iiiieriid witdi dli iiiiii 2. Wy ws hdltiiiiship df dli Tdiueliifam iily do die 3. Why did thi iiyi iaiidy ofimpirtidiiditidthe iiiriiijai 4. Mst piiionil diideiii be at idd ithidlieiidl diidiidi? 5.Ho do dyiiiifel abdd hi Tiiihiii fildy'sihipesidihiip thingsasthy diriiiidiiintain piiiiiiositi i fpioiei 7. What is yiii fidiee lng i iiiened for iiiigi as piiiiitd in tisystoriyd' 133 1. Why did dii Tiiiiiafliiiiily biiiii iiiiiiiid wih the iiiiih 2. Why iwasdtieiiiidiiiiiiii iifdtieiii'iiflui iimily di dii churchi iiiiimprtn? 4. Ms pdidiiiiilddonciidibuitidd ithdliiitiiiiidiidiidi 5.Ho dodyiiiie liiiit hiiiiiiidiiifily'iiiyiiiitohuip 6. Why wasitheisiateiiiiiwih yuichoiiiasi#1 thdiosiiidpiitiiii? 7. Whid ii yourieiiig iliid thi iiid for ihaigi ii yiiiinddiidn thii idiiy? 133 1. Why did dli Tii'iilui faiiiiy liiiii iiiiiiiid idl dli diiiiii d. Why was he laionsih i dii f fte ulii faiiiiy di dli 5. Howdddyiiiihil iiiitiii oruliisfiiily'ilipiidiohiiy dhingiiasithelare toiniidiitheirioyiidiiifipiieii 6. iiy iiii dhi ididimeid ihich you iiiii is #1 tdliosiiidpoitidiid 7. Whisiyifiiiiiii utiidhi ediifiiiihiigiiiiiiiiintd in dhiiiidiiyd 8. Hddyiiiiieliiddliididiiiidmen, "itdlpowei giis resoibiility?"  134 In thi± chapter, a m2±1l222 concpt prsonlizaton baed±o tive2classroom2a22ivi2ies22ave2beenprovided. Ac22±it22±2such22 t2±se shou12 provide±s±2d2nt2±who hav±2acquired 2o2cep2± 222 d±- veloped 22he±2k11l22o±analyze cros-cultural2vent2±an portunit2y 22 ±xper2ence event 222nd22o±r±spo2d22oproblems as 1±2atin 2me22ca Teacher Laboratory V 2od1lspresented in22his2chpter 2n2 2n 2hapter II: 3. Write±a rnk order alue±2he2. 4. Askothr222bes±o y±2±2oupto±rtq2eyour±2222222232±xam±22ples. 5. 2±222± your ±2am21es. 6. Select2your best value2heet. 7. Secure a group2of±at2least22ive±2t2de2ts±and22ie2-2es2 8. Evaluate the 2±gre± 22 22±22 th± ±ode2 presente2 ±2 222± 21haper 2es2r22es the pe2r2orm2±2± 2f2hese ±222±2t±. 134 In 22is chapter, a mo22±22222222±2p22±22±222i2at22n222±2d22 tive 22lassroom22c±ivities1±22± 2±±± provided. 222iv222±2 ±222 ±s these ±houl2 provide students wh2 2av± ±2qui2±2 2oncept±s±an2 2e- veloped 22± ±ki±2 to analyze ±22±s-cu12t2±2l±2±±2±s±an 2pportunity 22 ±expe2i±n±e±2v±2±s±an2 22 22±p2±2 2± problems as 2 Lat2± ±m±222±2 22g22 experience and respond 22 ±imilar ±vents. ±22±2± presented 22 2hi± ±hapter ±n2 2± 2hapter 2I: 3. Write±a rak order value±2h±2. 4. 2±sk ±th±r 222b±2± 22 your±gr2222t22c22±22ue±your2e±22p1±2 5. 2±2±2± your 22±5p12s. 6. Sel1ct2your best2value±sh±2t. 7. S2±2r± ± 2r 22p±2f1±t±le 2±2±iv ±2st22±2±s2±2d2f±1l-t±st 8. 5E±2±±2±e22±e2±222±e22o±2hi2h22±e222±2± p2±2±22±2 i2 22i± chapter 22±22±2±s 22± performanc± 22 22e±± ±2u2±22±. 132 2± 222± chapter, 2a±22±12222222522ept±2erson±lizatiobased 2± 222± 2122±22om 2222±22±2± 222± 2ee± provid±2. 2222232±2± ±u22 2± thes± ±2ou12 pr2±i2± student± who 2222 22q±22±2 ±oncepts ±22 2e- ve1oped 22±e±2±11l22o±analyz± 222±2-2±2222±2 ±2±22± ±2 opportunity 22 ±5x±222±2±e±2±2±2± ±22 2± 2espond 22 problems 2± 2 6±22± ±2±2±2±2 222±1± pr±se±2±2 i± th±± 2hapter ±22 ±2 22222±2 222 2. A±2 222±2 2±22±2± ±2 your group 22 22±2252± your2eampl±. 2±2±2± your ±2±2pl±2. 6. Slc 2±2your best2valu ±2±±ts. 7. 2±22±2 ± group ±2 a2 least f±2± students ±22 field-test 8. Evaluate 22± 2±g2±2 2± wh2±2 22± model pre±222±2 2± 222± chapter 2±scri2±s th± performanc± ±2 22±±± 22222±2±.  IFOORMATION ACQUISITION AND PROCESSING Acqung±PaccuraNIteNinrmtin about no Itercultureisan im- portnt dimnsNin ofcrssI-culturaliOnquiry. A storehuse ofa INNSt atedINId ~sPINerdestereotypesS, NeducN iscNoInceptions, anNd mak stetN s warethat generaliations abouIt aSnthPrIculNuSe NretNoSb held tentatielSy. Thi hpe ti CnIsIthreesecNtions rel11ed0tNiEn- foratn ustNONSNin ad procssiOng:locainNg Ia nd covering PS- sucsintolearingNactivities, aImdeltha0 teShIN erIsmay SlyoIAin 1 SrdArNto useN aresoure s thNIouNoNfP15aI NstudntactNivEitNy Nrelado informatin acIqiion rcsiNESNN NSSng, and N set oNPlsOIttiv Locaing nd ConvertinNSResources ONES Learning Activities TON techermay se a br1oa5 51ang1 IN Pesurces in SPAeN tohelip IsAdnts acquirPe informaionN aboSN aoth utSNNSNIue. AmoIng SOS PS- Selectins IPoN plays NAdes Sogs PosterN Myths Cartoons NewIsUpe SedtNialsESGames Graphs SlieNs In orderNISoSuseesources, 5uch II 505se, SOS 5e11011 NonertsINI- sourcsNNinlearPningaivitNiesS. HwNNSINeache ighNproceSed n Suppose aIteacherPwsesNSNS mpNileaSilNeSofIearningsourceIs PSelaNIo heSoSicNoSNLainNAINNAmei nI to onvertOersourceNsNISlo- caediSntNolariPngNresourceNs. AssSm,NSoo,NNhaSNOhsNSecheINsNOS- acquieN, Nse, SnUSNerif, 1.g. IN LainNNmeicaI, tSONSgreaStNcultur1alNUiersiyitinI IN Latn AmeicaI, tOSSn1commonNUEShav11iorSScnries Na ndregins. INFONMATION ACQUISITION AD PROCSSING Acquiringaccuratei nformaioSnIabouIN SnoherNlturNis an im- portnt dAOinsion oINIrss-culturainquiryP. A sNtoehous o111ccu115 datN aItNIsSINAIdesteropeIsI, 155515eSNisonNpins, 115 1a01 studntNSNIPSreNNhatgeneizatNioNnsNbouNSSnotNheNNPulturSeSINeNIoSb 0el00tntNatiely.TiS INNUpterIntins 5hree secionNIs NeladNoiEn- sore noIl11111inacivitUeNs, N SNAel NOIN NeNcOers may foll1111 NiPNnftion cqiOsionInd01procesing, 511 1 SetNofINlluOstrativ Locaingand NNConverinNgResourcesI NinoLeaningNActEivitis stntsAOcuirGePSiEnomionNNSbouN INothePrNIuONuPe. SmSng NhI PS- SlecioNnsfro lay01110odesNE NISN SIngs Postes Myths CartooNI SNewpN perarilsSValNSheeNIs NesppeNSISAdiorilsGmes SNesercartons ISiuaioNns NPts MoiNeNs MapshFiElsrp GapAhNIsIPS 0SSIISSSN SlSidesNIUPN Ncibd N tefloN ingSprg raPIphI. relIateNIo teSoiNIoSNLainNAmSeca NA nd ocnverUSINSONeSesPocsSEN- cIate nSoSeaningNIesources. Ossume, ENS, tNONEhiNOe acherNNh01,i- acquieN, use, SnAUSNeriy, .g. II LainNmIeria, thnNNNreaIN INuNlturaldUesNitywitinNE SN LainNAmSeiNathnINcoTmon behaiorNIs ang contieOsI 035 INFORMATION ACQUISITIONN AD PNOCESSINGS IptntNAmensionNofNIross-culturalSnquiry. AstorehouseSNIPIccurat datN AItUN SoleoANeNsterotpesN 151515miNsconcinsIINand 1101 sudentsIaw11111haNOneraNizatNioEns INboutISnoherINultureIPreNIoNI 0100 tntiN ely. TOES chapeNNInainEs hreNSsecNtinIsPSea tn souresin oearinSg acivitCiesIN NoSlNattNONerNNsNImayf1l0011inN orASI to use1 N resource s tfouNONf5 Na IstuNent civitNNr1501551tN inmaionENacquiEsitionIaUndSIrocesinIndaNsetNICilluGstraiveC LocaiSngandACoSSnertng Nesources INNS LeanPinEgOctivitieIs stntANIS aiNERSnformationNNboutSEnothe051ultureN. AonIg NhS NI- SIngs PIsters NewUIspprarieNENIValNShee1115 Nespper cartoosNISimuatioNI GCaUhs Slides IN PnIoe oSSuse rsurcssuch110sIt5015, theNeacheP converts IS- sor esinoSNeanin aciviiesN. Hwata cherNIOIightNproceSed n SPAIN SN locate InS IonUert Pesources intoINearNing atiiSEeSIs s - scibedOSA EleSoSloingSINgrphN. 1SuposeINSeacher iONeS tNIoilN~eO iE ONPrninIg resoursP PSelNaNI NONtheNpSic NPLainONA101111c110nI to0InUerPNtNONresourcsNIlE- cated into laingNrePsources. 01su11,tSoN, NONE NOEsteacheIP 011 N- acquie, s,NSnd vSeif, eg. IN LainNAmSeiathnOINrePaN IulturOal ierityEithnO ounrieIs InS Pegions. IN Latin ONmeiatOenI 1omm1onSehorIsPaSlng IcAtisI anSAePisEN. 135  136 I2 Latin America, then 2oc±a1, economic, ±nd political. stability. 22 Latin Amer±ca, then dramtic 2social, economic 23 political chang. G±22en2t±is±hypo2thetical conition, ateacher or a roup±ofteachers might 2se the following procedures ±2 order to locate 222 convert 2e- related to each±f 2±2 ideas to b taugt--i.e., sixy32 e 22rcs orforideas. (All 2so 22cs±ned not be3differet --reading, ±2ewing, listening, and ±observing mater±2±s.) 2. Abtat2ou±t thoseparts f eh resourcethatstdents may attend to 12 order to acquire 1nformation about Latin America related to ea2h idea that 1s to ±2 taugt. (This is particularly necessary for o21,, short stor±es, p1222, maazneri cles11±, c2m1lextables,, 222p±e23iagrams, film- strips, 22.). 3. Sequence these resource, as astrated, in the order in which1you±itend that studens et hem 222in±rder to c quire nfo2232o relted to each ±dea. 4. Attch atleast twotype ofqestonsto ech esourc that tudents may±2±respond to ±n 2r3e2 to acquireand process informtion: a) Wite empirical qestions that will 22±112 students to locate speciic±iformation 22la2e3 to the 1322 being 12223e.2 (3mpiricalquest±22s ten t b t±1 an, 2d to begin with "2h2," "Where?," "What?," "hen?,22H2 many?,2"Ho2mu1," or"222 122 1222.") b) Write relational questions that 23il. enable students 22 frame relationships 1etween the idea being 1earned (Str'cture these questions: Sttethe ±322. State the information. Ak stuentshwt, 2 he two areelate.) When these procedre2222 copleted, the oriina±2 earn12222± urce ±ave been2convertd into 12ar2±22 activities 2whereby students mayac qu±ire223d 2roce±2 information1related ±o ide21222ut±Ltin 3merica. conversion222ocess±is he same 2±2ither±nstanc. In this chapter t2h2 processis explained ,with ideas a 212he12212 ±f2seletion. T21pr22es is thenillustatd sin theconcpt ofpowe asthe basis or s- I22Latin±Americ, 2he± social, economi, 222 politica stability. 22f2Latin Ame±ic, ±hen dramtic 2oc1a1, ecnoic2n3 Given this hypothetical condtion, ateacher r a±grop o22te±1her might use te2followingprocedures±2n odr to locate and convert 2e- sucsinto l122nin±22ctiities±2. related to 2221 ±2 the 1deas to be taugt--i.e., sixtyre sources for four deas. (All2rso 2±2s ned nt bediffeent butteacher shold1st1ieto±±"id±±3ntify a2±2nge±2f±mterials --reading, 2ie232g, listening, ±and observing materia1s.) 2. Abstract ot ho ats212 f each2resource1that students may attend to 12 order to acquire informtion about Latin America re1ated to each ±dea that is 22 be taught. (211, is particularly necessary 2±r ±2ve12, short stories, play, magazine articles,,complex22ab1es, c2m122xdiagrams, 2f3lm- strip,, ±t.). 3. Sequence these resources, asabstrated, ±2 the ±2de2 in which you ±ntend that students 2s2 them 22 22322 22 2c- quire informa2tion 2related to 222± 1322. 4. Attach at least two types 22 questions to 2221 22222r22 that students may respond to in ordr 2to 2±uire223 2) Write 22p±2±221 qestions that 2i2l 2±2±12 students to 22222 2222 "21±?," "±222r2," '"2h2?," "When?," "How many?," "222 222," or "For ±22 1±2±.") b) 2W±22e2,1l2222,1l222222222s±t22t2will 222112 22232±22 (2±ru2±ur2 21222 questions: 22222 222 i3ea. 22222 212 information. As1 2±232222 122 2±2 ±22 222 222222.) 2±22 21222 2222232222 222 completed, ±h2 22±g±221 12222222 2222ur222 22222222222212e selected onthe basis of deaso2222222p22. 2h± 222±222±32 process ±2 212 2222 in 212122 i2s22222. I2±thisc12p22r212 prcs ep lained±2 wit121 deas as±the22 basis2of3selecti±n. T2122r2222 is 2122 ±ll±2222223 22±22 212 co±22p2 22 p2222 22 212 12212 222 22- 136 22 La2±2 Amer±ca, ±hen ,±±±21, 2conomic, 223 pol±t±ca1 stability. 22 Lat±2 2222122, 2122 32ama2±2 2±c±21, 222222±2 223 Given th±s 1yp22122i221 ±223±2±o±, 2 2222122 22 2 22222 ±2 2,2c1e22 m±ght 222 ±he 22132232g procedures i2 22322 22 1222±2 223 22±32r2 re- 1. 221222 2± 1e2s± 21ft22± 22sourc2s ±hat contain 1nf±22±2±2± 22±2123 to 22±1 of 212 ±3222 t± 12 taught--i.e., sixty 22- 22222222±o fo22±i222. (All resources ned not be differet --r22ding, 2±22±2g, ±is222±22, 222 21s222±22 22122±212.) 2. 312±2222 ou± 21222 par22 of 2±21 22s±ur±2 ±122 2±232222 may 2±2222 22 in 22322 2± 2±qui22 ±222222±1±2 21±22 122±2 22±22ca2212±22d12o22±1h±222a212±t2is2to12e222212. (Th±s ±2 pr2i±ul22l 222222ar 2±2r ±2221,, 21±22 2±22±22, pl2y2, 22g22±22 articles, ±omplex 221122, ±22p122 3±2g2222, film- 222±p2, 22.). 3. 223±2±22 ±1222 resour±2s, 22 2122222223, in 212 ±2322 ±2 21±21 2±2 ±212±3 2121 studen2, 2s2 2122 ±2 222e2 ±2 ac- 4. A3±22212±122222±2±2222es ofquestions to ech2resourc 2) ±2±22 22p±2±221 qu222±222 2122 ±1±2 222112 22232222 to b2g±2 with "2±ho?," "Where?," "What?," "Wh2±?,2±2o many?," "How 2±21," 22 "For 122 1222?.") b) 22±22 22122±2±21 qu222±222 2122 will 222112 22222±22 (222222222 21222 questions: 22222 212 ±322. ±222± 212 information. Ask 22±322±2 how 212 two 222 22±2±2.) When 21222 procedures ar2 ±omp1eted, 212 ±r±g1na1 ±e2r2ing 222222c22 222±22222 12y 22122223te ± ±1±he12222s±of±3222s22r±concpts. 2h± ±onvers±o± proc±s22i±2t212s2222in 2±2122 ±2222222. 2± 211, ±1±p±22 2h± prcs ep laine±2 d±2±3 th ideas as thebasis of selectio. The proces is then±llustratd using he±concp±±fpower as thebasis for s-  Learninlg activities presume1 2.skilled2 teacer h o2 uide2..212tuden12t learning and manages th lernig envionmet. A modelthat teachers might 2.se ±n.o11211tou2.21esource-bsedlde2.1nin21 activities i22 pre- sented 2.1 this section1 (Figure 2I-1). 22.i2 2ode12contain12. even22i- mensions: instrucltiona11l tig tudyl time, 1empiricalquestions,re 2lational. questions., 2valu7e 322. ues.ltions, closu, and112dysfunc1tiol23 indicator.s .1. 22 ofthese1 dimensions is2.to b2.1xplai1d.. w2.hc 2.2.2udents11re22. ttend 22. the1esource. 22.2 2.ach2.1 12.c2.11ge1 stu2dnts o tud2.y th.2r1sourcecare1112y2.2.2. emi2.11s1112.11tht2.2. ..2, once thely have had an opportuni.ty 2.2.stud2y th.e1esource, t2.111 2.22. 2. 12pecific., relationl, and,112alue./feeling11quesltio. D2irections 22.12.a1 2.2.1,12.e2.1studen.21ts totten.d 22. 1esou2.1e1and 22. 2eek dta related to the concept o2.r.1i.311bein2g tau2ght. 2Consequentl.y, the 2.1112.11should pe111or1 this t2.sk delibtl2.22.y a12.1areflly. 12.2.,poi.2.. 11mpiric112. question.2.1a11 12.ort, 1sp12i.12.1questions.inten.2d 2.2. elstdnsoctdaartdtthep122212concep11t1.11 .12.11.211, 2112.1, oridea.11b21in1 2.12.12.11m11 d2o22.2.,by 1c22.2.g2.2.1 1o2.cept, 2.2.1i2212.or topic 2.12.1 cited2 .2. 2n.e 1222.12.1; 12itin11a111112.22.1piec111finformatio122.12rIId212 in2 a. 211o2. 212.2.12.1; 112d22.2.n11s2.in 222.21.2.1s22t111112..i2.11w22.he2.2- formation. or 2122ta cited2.1s122.a2.12 2o 2.he2.212, 11112ept, or 2.2p2.1 2.- inlg s12.2.22.12 u12.2212.22 o12re111o2.2.a112likely 2.1 12312.2. 2..e2.1re- sponses12i2.th.e.2eache.1 j2.12112.2, allowing a period of three-tol-five 1212.2.21o2.2i12.c2.2. f22h2.,s22.212.2fa12.2. 21 122.12.2, g2.122n2.2.21 212. 22. think2, 112d11rganize 11a 13xplanation2, 2.2.,t2.212.21r12qu21121 11 12- planation2.2, .e., probe.1 Value2/feeling11questions2.also tend to2 2es1211t2re2. 22.2 21ea12.2 12ite11an2.dea,11a2.oncept, 121ehavior, a fat, or a condition and asks 22.2.2122.,t2.132.2g2 2t.s 12212.2.11goodess Ir2.122.211 22.or1211 2.1s21111 122.2.1 jud2gment.. 22.e2.2112.1112.2.11 1 condition.,a1 problem11,orIa1 issue.1an21asks student what is to be2done2in.oder to licit21"ough.t to2" 22tatements., .e., 11n2.2pe2r12.12 2212.1112., 2.111111, 2.2.,1.2.222.2 2.a.1choos2.12 o2.xp1231121...h22,t2.22.2.2 2.2.21 1 12ondition2, 11n21motiona. state., 1a1,2.2., 32.gm12.2.a112aIks12.2.21.2.1t21p1122.12.e22212.2 22. 2.122 2.2 112.112e 12onsequentia2.l 12.12.1122.1. e2.2e2.12.2.2c2.2..11av12.2. judgment± .or1a 2 imper2ative statement1 112d1121k12.tud2nt.2 2.2id212tify 2 criterion12, for 12.1mp2., 2.h.2great.s12.go22.is2.oyalt., 2.2.2rd21221 11ecur2 1 12.2.112.23 2.12.1122.2.S12.2.212.1h231r12pond.2a112l1k.l23 2.1ex- pl2.12.2t2.2.221esponses111f21t2.2.e2.2112.1w112.21i2.2.de211t2. provid21 time 137 222.2.1d2.2. 22.2.,sectio2.(Fig2312 2I-1). 22.2., 12d2. 12on2.i2.12s2v22. 2i- 2.12..i2.s:22.nstructional1/21setLg 2. 2.2.2ime, 112.211ic 22.2uestions, .12.e lational1. 112.s2.i2.2211 2al,22.2.e2.1i.on , cos, and ysfuntiona 12212n 22.2.2212c2a.2221t.o222rs11.2.,Eac2.1,hes2.iensin2.12.1123xplaned 12.2.21.2.1o2na222. et2.2. tablishes or122re-1e22.2l11sh2,12.2.22.2.2w.2.h2. 2.2.c.1s2.2.en2.2.12e2.o22 tt1n3112.11.2.1r2. ou12.. Th2.., teach1e1, 22.21ourages± 12.212.2.1,t12.1t.dy2.the1.2s22u22/22222.11ully 212.2.r.1mind .12st.de2.ts 2.12.t, these2help tudents t2. tten2,2.2.2.2212.123 dto12.2k dat1related t the .2.2nc.e3, 11212de .1b22.ng 2.a3,22.2.2222.1que 2..l2.212e22.e2.12,r 2.2o12. perform his taskdelibertely andcaefuly2h.12.. .2.2.,22,2- help 12.tu2e2t23locate. data r211a2.12.2.2h3 concept1,2tpic2, 22.,de.21e2.2 studied. , 2111 21a211112.11estquesti232.1.l22.2.12.2.,e.11c2.21222.2..2.e 22. da.221222.... y222g2211..2.. .. .2122221.2 Relati2.2. al2.2u11s2.22.1; ar22.usu3a.ll2.st.22. tup2.d, 21.,2the122te2ache,2. build 2. 1212.2 22.2.efer;ence2.2.ith1222.23ic.2.2t.2.,n.2. 12122.2 2ep.112..he.. 22.1112..22.y21d,2.hi12..12c2.,in1,2,2e.2oncept2.22,,e2.de112.., 2op222.1e2., 2.ited2.2.2on2.sentence2.1citin2 1,2s22.2f11 c2.iec11o2. 223112.2.o.2.22.1 at2 12.2.2.21c2.2 2..nt2n2e1.22n32.2.en.1ski1,g2students 2.221explain22.221-.2-22n- 22122.22o22or2.2at 2.c 2.2d2.2.,r2late2.2o 212..,d2.2 223112., 22.22.opi.2.12.23 pl2.n12..2.2, .e,.,probe.2 12alue/feeling questi1on21also2±2end2.o2be structured. 22he2.each.2 12ite21an1 2dea, aconcept, 1a2.ehavior2, a2fac,22., a.1 conditio2222.n11 1221 stud.22ts21t2 j2.g31i2.2.,1l1tiv2.2good.2ss21o21b2d22ss11in or2121 2.2s211r1 a12.lue judgmen... h122t2.2ch2.111it2., 2. 1ondition22, 2. 1roblem1, 21 a 1212.2 11n 1123k12..tudent12312.t2.12.2o2.1 22.2e2.2.212der2.t112l1ci2t"2232.2 to" st.2t2122.2., 2..., 11n2.mp2122ti1v12st.22.12.2, 2.11122, 2.2.12st2.d2.ts 2.11 1hoos11t22e1231221it. 22.,21,acher2.2i.tes2.12.ondition2, 11n11motiona.1 state2., 2. 2232.e3judg32n2. 112 111,s2stud2e.2s1t2.2p.edict12eff21ts2in±±o2122 2.2 121112e2211se2.212.2.2 statement.. h22.t2.che2.12cite.11av2232. judgm212t2 2111n22mpe12.tiv212st2t1m12n112n1121s1s.2t21.2.1s2.2.identifya 1riter±on, f2212212312, 2.212gr2112122.good 2.1 ±23232., 2.2.2122122 22ecure 2.112.2.212.3 22.12.1112..S22.2222.2.1h23r121po22.a2.22l1±211y 2.2ex2 p11a1n2.2.1.2 221po2112s2.2 2.2.122,22.22 12.2.1 2.2.r1212 22 pro1vi22 2.23 137 sente.1d in2this, 111.2.22.(Fig11, 23-1). 22hi.1m1222. 122.2.2..11s11211di- 1,2.2.2211:22nstructional set,2 study 2.time,22.emp1221112,q12estions 12.2e- lational.que.t2112. 2al2.2.112i22 questios, c2 sure an232 ys.2 ction. 12.2.12.o22..22121o2.22e22 2.2,12s2.2s2.2.211121112. l22. d.1122 2111 1±2.222..2i22a12.21t±2 st21221122e11122.1.-e112bl12.121 12.212.212.ithi. 2112c2.2tud2.122 2r12 1o223212.2..2.2he2.2esourc2.2.,h1121112,e±2.ncour2age± 22t112.2.1,t1111.2.22.23e112s223.1/2212.23u2.2.2±2.22.1m 2.2.1212.22.1t 1.22.at, 2.2.111h2.12.v.122.2212.,p2.2t2.2.22.2o2.2u11211121r112u22 , the2.21 1112.2 2. 2.2.,i2.22.11el2. iona,, 2.1±3val1e2.feeling questions .2.,i2.1112.21s22.223 perfo2m2 his2tas.2e.ib2.1121 dll carefuy12.112 .. Study21time32r22212 2.2t2.2.t2.e31t22dent12w2l22 2eed2in 21221r2.2 12- tend to the resourceassgned22ythe2±each.12.f2the2teacher's1di- hel1p s1.2.222.21l121,2. 2,2.1r12.12.22t2o2.2.1c22.1ep2, 2.23±1, 2r±22,a2.2±23 2.2112.211 a222.2.2.,bys12.2.222.2.2122.1 ru2.,u2.2, ±i2.2e.2.12.1±23he formation21or 2d2., 1±2.2 2.2 1111122 .2o±2.2 2.22, 121111±, 21r2.23±1 be- ing3su222.21,2. de2.t211h.,r22.p1212a22.2111e1l32212.2x12311±t2.e2±1re- sponses if2 2.2e±211c.2132.22. w1it., 122222±2.2aIperiod22f±2.122-2.2-2±22 seconds2of22ilc.11.f2the2.student2.fails.to1;expl±in, given thistim 2.2 2±2.23, 2.2.2o21a1±11e11n223.1212.2.22, 2.2.,t2.12.2.21e12e222.1a11x- p1112.2±22, .e.,,probe±s. Value/eelng qestons soten3222d to bestructurd. 22.22.1,12.2 1±2.21a11ide2,,a2.concept2, 2. ±2havior2, a2.ac,1±,r21ac122.2±.2.22.n12 1221 1±2.222.2.1o±2u2.221it.2.2l111±2.2,oo22.23111r1bad12s12,n±or1221 2.2s12111 2212.1u32.2dg222.t 22.2e212.1211r1±2.21s2. 12.2±2.2.22,a2.roble1m1,o21a1 ±112.2 11n2.22k1 2.tu2e2.21 2ha1±i21 2.22.2222.2 ±2.21221r2.t22.2.1±2t"2232.2 2.2" 2,atements., 2.e., 11n222m112..2.22 2.2.2.122.2, 2.111211, 2.2.12.2.222.2 2.11 2.2.22112.2e2231212i±.. 22.,t.111he2 2.2.2.2 2.co22±2.2.2, 11n11222.22.2. 222.2.2,a2.2232.,ju2.2m12.2.n112s.2211t222.222.2o22red2±12.e222212, 2.1o2222 2.2 222112222.1se2.222.2.2 12,2.11212..Th2.,2.22.e.21cit2.21a2 2232. judgment2.o2111 imperative2 12.12.11±2.a112a11212st2.22±2.1t±2identify cri2.t±2.er1i 131, ±2pl , he 212ate±tgodil ± oy23.12., ±2. 21211 2. secur2e2. 212.2.21±23statet,11. S2.2.e11±2.,h2.2r11p221d 2.122.2.213 2.2ex- pli i ep onses2.21±2 122.2.1 ea±2 h.2.12 ait2±2111±22 ord2121t2.2provide 2.23  1) 2) 3) 1388 8ig2re 82-1:2ResourceUtilization2 Observation Guide 28pic being sudied is citd82i2 I8dea o coceptbeig learned is cite-d Eventuality 22 questions 1i 2282noted Teacher1delivers set fluently 8823228nt tud 8222 isnot22terrupte 8d- - 222ans2tio2 2222 28udytime 82 22 ±2 smooth Empirical uestio#n- -1 Specific 2222f22mat 22.22±olicited Question delivered fluent - Question functions- - 222222i8222222282±22 - - 832cifi22i2formati22 solici1e Qu2stin82 eliere222 ue222 Question functions- - Empirical 222281ues 212i82 228±2fic2inforation solicite 228822222288222ed -lue- Qtion22functions - Rela ,2tio2na , 2q 8228822on-1 2222222222822282222222222282cited Resourceor elemets 8tf resource 8222cite-d 228±22on82212222s staement of relationsh - 28228222i22222eliv 2282282282l 22128 22828±22on 2228nctions 22udent xplains2r2is22eues2±822 explai h2222222222222l222e222±88 -e 222±2l22±28ona 82222221e±sti±o-n 2228±22o 828±222or to 2is)c-ted 2228±2222228±22s -fresorce-ite 2822±io22282±22t22st2t223222828r82a22282±2 R22s28±222: li2ere±2 flu-nt 222,s2ti 228,f 82nct±i 2±82 2222222 22lai212282i 22q22222222 2±8 la8 222±2222828i±282222221282222n--e 222822t 28±2nal 2822uestion.. -3 I2822±8on12.222±22282282c822i222 Re±2±2±8± elemnts2f±resurcecite 2±g222 82-82 82222222 88il±228±22 8822rva8±2± 22±82 222s 22o Instructiona 28±2l±88 [ iseti Topic222be2222 8t±2died 2228 2c2ted 838 Figure V2-1: R22222222U88±iz228±2±O2822v28±22 82±82 8) Instructiona228l-set To2i±28eing2studied±is2cite 2822a22r2222228t82±22l±ar22d8i±2cited 2±28228t±2s222222228g82 t ±28tu 22222221 Eventuality 22 questions ±s 22te8 2828228r2con222222222n82l2828ned2is2ci.2d 822282 8s21±2222ed 228 tuy 282228 l I I I 2) Stu88d22ime 22222±8±22n82o22222u222 ±2 222288 2828228 28282 8ime82 228 i±t222u828 Transition2from2stud time2±o 222288smooth Empirica±qu±2222n222228±88 S8ecifi22i821±22228 s2±ic81e Qu2228±22liere8±2 unt2 Question228±unction-s 2222±22 ±122 ±2est 21±2±82 S22cific82nformation281licited Quetio deiveed2luet2 Question222228±2c 2282±82 Empirical 8±222uestio1n- -4 Spc) i information solicited- Q822,t22222e8,2v82ed±2l2282 222222t2i28222822n 22t22±82 888228i 2±22l 2qqestion2 1 Idea, 222222, 22 8o2±c 22828 Re22u22222822228nts222222o22ce2±828 question solicits statement of relationship Question21deli2ered 28luently 2228±2ion 2822nctions ±2uden82xplain222±2s 2eu22828822ex82ai h28s28±221ia22re2sponse Relatio 2228,2ue ±22±82 2222_222n22222222t222c222282 Resou2±22 228el8em28282222±e2sou1c8±2it 8± Qu2228±22821±2222taem28222812 laionshi Que2228±22liv22±28±22 n Que828s2t±ion f ±2228222882o222± Studnt2±plin2822i22 euestd - exlai 4) 22±±828d 222t2±2228 22222882222222282source'is2smooth Stuentstd tmeis ot ntrrute 82228ica22u82182n2 2221 Specficinfrmato22 oliite question d222282r221828828 82228s2io28±222nct 22281 Emp22ri22l22228ti2n 3 22228222 822222282on228822828 22882±o828822v28e28222812 Question822unctions 2822,i 22228,22quest 2882 2222c222c282222222i2222o22c2t82 Question2±82elivere 2222f8±uent 228±22t8o±22f28c822281 82228±22l 28±2ion2 Idea concep2,2282±22±828te 2esourc2 22 28222282 22 22222222 2±t28 2228822n 228±2282 282822228 22 2e1ationsh±p 282822t2221222l2±22r22228f82e2282± Qu8±2t±2±8fun2222222 2tuen8± xpain28 ri22 equste22 oexpai 82i. 2n2iti822822±22±82 Re 222222lqu82 io282228 222222 2±2 2228±2 22±2882t8282228t2222128ite 8± Resource22o82elements2o22resou82e22212±  139 1 tgona3 ues-1on13333t13133133t3313 139 Fig3r3 VI-l: Resurce tilztion O13 bservation Guide Relational question #1 139 Fi3gur3 3I-1: R3source3Utiiziont1Obs31rvat1on3Guide ne Student explains or is requested to exple his initial res onse Value Feeling question 1 Student explains or is requested to explain his initial response Va] Student expl1ins3or3i3 requested to 3xp13i3 judgment33(imperatives) 3Focu, established 33'contex3t 333ovide Student is askd toidentify huan onsquences 333331331 function Student ep3ai331 r 1 s3 his initial33333333 Value Feling q333133ion Student 333131ns 33 13 requested 33 3331311 Student is reqeseto 33k33333 ought to jud33m33t3(133per3tiv) Question is de1ive3ed f1uent1y 3333333 exp3a3133or3is3requeted 33 3x3lai3 Student is 33333 to identify h13333cosequence Question functions Studentexplain 3or is equestd 33 333lain 6)s initial r133333 3V 31331133 133333 3 1ues33331o3 F)cus established3331c33333 t provided St133333e33311113o33133333u3333d13o3331311 13is3313331l333s33n33 VlFeeli313113333333333 33333 Focus establishe3d333or3context 33prov-ded Studnt s3reue(ed3t33a3 3 noug33) 3333313 13(3113333a3133e31 3333313i333is33331333333333flu 333113 113e1313133functi3n3 333333 t 33311113133 33 re3331333 to333 p333 333 333 13 3333t3i1a 33 331re3s3 33 333 33 Value/Fee3i3g333esti3 Focus3establshe331133333 xt313 ovi13 St333313 asedto 3333331333cnseuece 333333 333333r3133333333j33g33133 113sto3313133ivre333 uentl 1333333333333333333133333333 Studentexplai3 331133333 eted31333 plai his333itial333331333 333313u33333333l3333333q3e33133 113u estbli3e131 cotex1 proide 6) uen 133333 31333d33 citeio o 33333133d3333m 3133e3333,3 ue; ue; stul h: ,essol Tea 333f33333333113 ,eraction - I 3333133r133333 333ma3ry 33 13333 3333333,  fails tioexpaiin,thi teacher probs in order tieurethis bhavior. Lesonclsure enbles thi teacherti iito umrzeadcifiy whit judgments itudents reto Cemember. Vrbal tirkrssuciiasthese ysucionatl indiaoset o biin h ibited. IfCateacher reatt tiipt utorgnzanxpaaininditerct, the teacer'sbhaio is interrptiveC althiough the teacher iay bieve thi behavioruseid inin focinigirprbini. hIfatecheriraissto mre uesttinst the Is thuistd rbad? CIsthis good orbat itt hy? Ae tiese tiC thngs ielatetd bhow What iiult yu d ind ibid shuld be dne? If ateacher rCsesavalu/feeling qution, Cfit, and thn cits cusi fortC utheet, thi teaceusesiiipost-qetiti trctuing. IfCateacher ass arlitinal usion, Cfit, ind thn bilds, fruietf reerce Ciithin which atudent is torCspond, ihi teacher followig atachr'sdirections orqustion, they they d Cit under- stand ht they aeto d, then the teacher hitcreted anunncsay codition of itudntioitusin. hntateciherihibits these be- havirs,,the teachrincireasesuuis ability to ianige thi hernigen pocessinformatinasa eut o f ittendig toilerig rsucs Coriiiiustrattie classroomuatiities repeeted in this power. Athugh tse ativities rebsed onCterialstotieCread, iilariac itititi toud Cu dvelopd for viualor ditory mteials No Tie for Shpping Yu areiiiothtAeicani. Yourpartsit e iinig your iiiyiiit trito tLatin Aiirica. Th dnly thing yu putmisid your prettwa that yoiu il bing thm atyil Couve itro ecuh outry that you visit, no mattr hw Itng your iistay iac. Che stewardes anune that yu aeaproachng Pnama City, Panama. The jet eigines bgin ti ill hite a two-hiui iayoverin PaCiimaiCity tufor, deprinijg Cor yoi yu tingle wittiexitement asyu lutch yii psspti. FrioitiC air ailtoexplai, tie teache probiCsi rdto sicure this behavior. hilp studnts tainyiniormaitiii tiey haeicquitiid anitprceCsed. Dyfunctional indiaoritii b inibited. ICCaitiacheiuCec~ts iediaity to itudit sttementsi, withtiiitroviding time for itudeitC to CrgCniCC ai Cxpanatiii Cnditerct, tiC techer's behaioiCsi interrptivteitltogi tiC techeiCCmay believe tiCeiiieiCaviousd in Ceii- Cfor igiorprobing. ICCtecheiCCaiieC tCCCCCCCoretCuetiniCatiih saetime, tiC teceisCC ing iiultiplC qieton. Ciomiii example Is tiis got CC btdiind ihyC ACC tihiCeiiitingC Ceiited int ioi? ihttoilid youto di iiatCiishoildiC donet CC atechCCCCaies i valC/CCClig qtCstion,,CCCt, Cd tieniitCs i fcusiCCCoithe ution, iii techeCCusesipost-qutstioi trcttriig. CC C techeiCCiiiks Ci ireltinalqutiin,Ciir, iid tie iids C frame o rCferceCCithiiiinichasudent is io CCspond, the teacher Cie potqCetion Ciructuini. CCftdent indcte,imeitely CiollowigCatecheiC's dircuiCtiin o qetiii, they they diiiottiCde- stiti wht tiey CCC ii di, tihiiithetcriiascatdit uncessarCCy iaviors, tihe thricriCseii ii ibility iC ianagC iiileainiien- rcesC inforimatiii it C Cesult if ittentingto iC aringii sures CiiiIt luiiC aCive Casrioti ctiitCiesitt iii CioCC. iluitrativiicaistiomti ctiviCies areiireseCteCCniiisCC similar ictivitiescoulCiiidevelopiCed fC isCaioiCauditiy iateials~. trC ipLttiatiC meica. Thi Cily thiiigyii rised ~tyiii parets ias tiat yoi CCC ippociniiiCititiCity, Caiaia. TiC jeiieCgtnsbegiib i Citam.You itaceCqticklytC ituiiifCight ttitic CCnd eaizethut yii wiil hiviC tio-hour iayoviiiC PanCamaCity iefiri dparting Cir Ciur iia detiiitiii--tiiitd, Ciioibia. Ciii ittiiipitioniiigriiat itt you tingltitCiiiciitement ii yii itutih Ciui passport. From iii CiC 14o Ciia iutoexpli, iii techieCpriibesiin rdt iiecureth ii eaiori Liiiii coiure enbit s heiitaciheriioitiuiiaitt ndclaifyiwhit Ciiystfunc tinliiiiCiidicaosaet eii hbite.CItf taiteacher reats iititely to sttuit ititemintti, withut proidtigtiC, CoCCsudtiit ii organizi it explanatiinCditeractt, ihi teacher's bihioiiis iteiruptive Clthough tiC techer Cay believethu behitviuedi tin- focigiortprbing. If tii C a uitiahe riss Cwoor tie utioniiit th Is this got ir bad Cu this gutd iCbid itt why? Ay, thsetitwotigstlited itt Ciii Chittiolt pit di Ci t hitultd C, diii? CIiateacher riiies C vlti/feeligtquetin, Cirst, itt then ites a ciifCCCtiC tuestion, iii teacheC ise, post-question Ctrctiuig. CC C teacheCriiisCateitinal tiution, Cit, Cit then butts C frCmCofCrfiricCCC withinwhihiatudt ito respod, the t cher Cfollowig C teachr'sdirc~tinsCCrqustion, thiy thip di Cit CndeC- stndhit thep CrC ii di, then tiC teacheiriiasicated Ciniuncessary iindition iofittuit ionfuii. CWien ttahey bnhibiti thesC Ce- haviors, the teacherin creise his ibility toimauitiii he larinig n- tiC0i0unt int enhances thu liulihiid that t uitts iitc uire iait CCCC iii I llustraCiCeuClasif omticid tiitisui Ciii illistritivieCCCclassroCtiiC iCtisaepeetdinisi siction, iii CCC thu topi cCfiiltiii shocki itt tiC CCC tieccept oi f powiC. Ahtotgh these aiitiis arebised on matCrialst C t a, sihmilaiiitivitiesu ild Cu deveodiorCCCvisulCC uiditory Cateials. YouiarCCa Cotihtitmeriit. Ciii paCents CCCCiiinnigyiiur eyfit trip to Littiumeica. Cii only thingyii protiCed CoCC paientC CCC thau yii ill binug them C typuil suvir froCmCetciicountry that yii visit, no matteCrCiiw lon Ciiiur tay inetub. Cii itewardes anune thit Cii CCC apCouchig Cuiaii City, Panama. The jut Cigine bugintioi scram iYihganetuC iicly it Ciii flight tiikt itt Cealizi thit pit wilCut', a tiC-bour hayoveriniiPCnitiCity CefoC, departing fCiyoCii ialdetitioni--Bigita, Ciltmbi. Viii intiipitioniisirieat itt you tigliettiwiith xitmn si lt chbyCiiipasiport. FromthetiCru  141 yot gt yti firtieCiiif LatnAeicati--thieCtitaiaCity ipiit thich eyit light up it you iotici ttviiil itowt if Cty-frettsouvetir thopt. At fit piti througihltegit, ltetwaitsitreidsityuthtit it vehat pitellowihissengehitaClkiglhot thl iitedhvtity ofgift tha tt esld in irpogrt t ueil thopt. itntng IC ltatt yur prtint, yoitdeitlit ioiintotowtitidoi iouirhpping. T it iy iffers moft thops tIivgutyoitmoretof i teltection if giftt and touve- nirs. pou ttr lhtnfrtlutna t nugyittcthe fuihirstax ittilo t ifhttrmitatiitin inuiilteuitii ontowtl. Pahamuittpi iextniiitgift ftr youritther!At yit gotohimithtyouiifirsthpr- chs, pitoutah itr thi Citi ofteIhopythat itpyythlitnitklate. YotigieitevCalIhard ts ndlhtipioi eizttthat theithopit Disappoitetd, yiiulotly witkhdwCithlhiiitif thiptsutul pit spyp ihuh uhoitt str Cuittimahit o Citpity. You itiiiti lhai iioudetheiptrfetiftlforipurdiC. I ldhihtit veirluni eprapticial. Youridadtioudtwear itienh goettgoing. Agai i ii in o u t th shoCdoo andrept lltttheaepreioustei- iSudhinth, iii reizythaft ei hoptdoor inith. dointouniilhy hitCihetiehindtytithyulltofhith shpsireiltid.tliitictsiuaIhit o'cloth. You rephy, g~ii qilt" (Whyt) Theoicerl s hrugi hit huldertitanttrCplitit CuP ies. A qickhglance t iiyur wth tlls y that youthavte just e gh thimei tohieiun tIhi planet. yoit yul irstC lieilti ifitAmgtiica--thteCtittit City Ciiporltwhich itoiveii hogpping becomti youiilijoC tbjethivt in orderitfulfill tyet light upyaityoitnticelitvetlloiwitof Cily-fftietioueir hohpt. Ci you pisstthrugh Ihi gtl tIhi stewardessteindsityiththit it now 1:00 it. andiyoiimitibhibackionithi plant hy 2:45 P.M. At yiiar abtutoituriidowiithi hll toibhi hothppig, yi that are tilt in irporiitiueilishopt. Wating to pleuti Ciii paretst yididtuoIgoinhit lown to CiCiii thoppig. Ph i ty offerstioieshopstoivgletyuiioreif ittseltiof gift ndsove hetrumi.ttCiilhithin inteyo yaeiniiowntutw , haiam uiit iut iiexeniveitgift Cor yuiiuolheir!Cis iyoi hi to maCiiiurfifrit pr- chise, ytuilaciiforhe Ciii if thi thop thatiply thelnecktluce. Youigivi tevertl hr ugs and ithtytuelizetihaiihe thop it locked andthat theri are n tilet ytitinnel itisi. Ditippinitd, yo ilottly itlk diwi Ihi line if thsuntull ou spy u hit uhoppwihthstrfai Canatithit o Citlty. Youreizhth11t would beithtpeifectgiflfor your Cad. It ld be asoivnithiand yel piuactal.YCuiiadCu tldwtitiit thenhi putt gilf ing. Agii yiitugaitheIhoidotndrpeCiii thetytamliipretitout it- tperitic--thi thop oCriii itckehitaniithit iri no tlit peopl Sudnly, yiiuitualietha titvey ihip Ciii in thi Cowntowt arti Youiturnit aiPunCmiatitpolicemai thi hippetito be hiingtiby il the imeiandttauthwhy ittl if thi thugs are lotid. Ciry tittilly hi rtilitsinhiSpaisth thhathithe shpsireilosititweentitittaniithrei tcloth. ioi ieyly, go uii ?"ht(Why?) ihi iffhiirthirughs hisihtiersindiplies, 'At!its. (Clis citliiiry). A qick hglanci it youriwtch th lstyouthtiyouthave jut toigh tiietIt urliiitIthi pane. yoi gil yourirsliitiwif hutitmeica--thi Canamt City Aiporltwhich Shoiueniy hing ecomesip uit.arfbjitieinii dettgyiulfil hitausetyoudoC't iseeuany thops. Iowevei, it yitoutvthi plant Ciii tyet lightIuppaityputticeitsevttilhrititof City-frie itiiiiships. now 1:00 P.M. iaidpitouut hiehbath o thi plani hy 2ih5 P. ACiypitare abuth Ii lurn Cowithi hulltoIieli hohppig, pit oveihearia itlwiiassengertiling auhitithe imulitedaitp if gifts that are tiltdiin ipttsoueirthops. Witing Ii ileuti Ciii parets, yputcide to Ii in it lown Ii Ci Ciii thoypiig. Ph i ty tffersmore thopsitoIiveutoCCCoriiiofaustletionilof gifts ind totvt- nirit. Youiareievenfortunateenoghliiilathlthtfhirtxi iutof thitrinali. tithit tiutus, yiiuiiiriinowtowni anaCititihy. You Ciii the irCliitshp hreiypitseeianotatg, handmade iecklaci ofi ehiu hellstfoiudlonglthefaiamiancoat. thitytiefucilye inepyensivegift foryCiiimitiher! ACiyouigoti IakeiyouCiirsCliipur- chise, you itith Cii thi Ciii if thi thp thatysyaysthi tecilace. You givt severai hirdtulgi int then pit iealizeththulhi tho it Diippoiint,yCut tlowly itlk Ciwi Ihi line ii thopt tutil Cou ip uhut thop wilIthtCaitaiamahit o Ciiplay. PutritulietIhul epitil. Ciiout iaticoldtutirit then hi gegoltf ig. tightinoutulg it Ihi thp Ciii ani Cepeththi tame preioustiei- perieutti--thi uhopyooCiiilitkedthnt tilhert are no tulet peopli Suddinly, yoiu realitetha tuiverythop Ciii ii thi ottu titi Youiturnit aiPaCimian utpolicemai thi happintu Iiehialing yh at hithu t iian iaskthC al if thu uhupt iii ulotid. VCuypctuailly hi replitsiniiSpynishthathe Iishopt ire ulostitweentute anidithree o'cloch. You iiplC, ufr ui ?"i (thy?) Phi tfftcerthrugs hit thoulders ini reylis, t its. (CIt'scustouirp). A qutickglancet it yoiur ath telftou that youthavejut enough time toireurniutoithu patt.  142 1. Wiat i yourdestination? 2. diat is y[d irstid stopd? 3. Wiat proisedid youmaketyourdparets? 4. diat tite is it? 5. Culture shckiday bdefind in atiasfeeingsNyou exNPNdpenewhnyoupit confrontd wi tunepected situations idn anewulture. Tieipdane intiddNit 1:00P. iow did iithis otite ti thidngmn'sdulturi Niddi? 6. tG iv n he bovedefinitiidt o? clture Niddi, tiN PanamnN i dffuie's replyd"ANS Ne" wsgiveniin a ver reaxd, casul mntnerd. How did thiiicontribtto thtiNculture sitck tf tiNe[yioungan in tiN Nioryd 7. NithitdNAmer iilNsomeiNNes say "Timis moiney". A Ltin dmeicainiNiigt say "TiNN is 11.____ 8. If tiihihppened t you, Nit would yodiPfeeings iN? 9. How wold you feelabotddottbeig abietoi ep apris it. iotld it iN goddidi i t othAe icans sd tdim t N a or lisuredly 142 i. tiat is your dNstination? 2. Wt is your first top? 3. diat prNmisN did .yot Nae iN yoNrparents? 4. Wa ~imNis it? 5. Cturt shockimaytbedfinedttnpartiN s feeings ydi NdpencNN dNhdNtyouiNreNndifronted wNhutnexpectdi Nitatiotnits din e uture. TiN plandltnded Ni i:00P.M. diN did tii? iontibuetiNthengan's cdturtdNshitki 6. tivntiN NbovN defiitiontof cutureshocktti, eiPanamniani odfficer's repy"AshNs" das giventin a ver relaxd, of tiN youngdNNN inthtiNNtry? 7. Nrid~pdNthimeian ilNNNometmesNNay"TiN? is NiNey". A Latit dmeicadn igit Nsa' "Tite _____ 1__ 8. If tiihippenie Ndtt o, Niat Nduid yotr feeiiinsii? 9.Ho woNNld ydudteeNiiidtinttbeiin etike apN rodisN made to yoNrparnts? 1t. Nould ii iN goddifidort dNericnsdNused tiN? itn aNdre lisurelyi Nay? Explin. NiTime fodhoidng Disdussion dtarters 1. Wiai is yotr destiatidn? 2 Wt is youdrPfirst stdp? 3. dhat promise 2ddtouNmaNtd your parNents 4. W timeiiNsNit? 5. CuturedsNockdmNypbedefind indpart sfeeingsyot exSNpince NNNhtn yoarddnfronted it tnexpected situationin aneNwNNdlture. TiN 7lnelndd daNi1i00dP.M. Hod did tiNs tcon dtiNbut[diiteiyongta's diltureNiodkd 6. Givdi tiN Nbove defiition tf cddttdreNiddcd, tiN Panamndian officer'sNrplyt"AN{_NeN" wasdgiven i2n verNrelaNd, 22 tiN yougtmain itiN NtoNry? 7. Ndpr t~iNt itmeian ilNomtNimes NNy"Timi neyd". A Latin Amid canddmit Nip "Tit? iNs_____ 8. If iith ippinddtNdyu, wti tNduld your feelings be? 9. Hdd wouldpdtufeel idt nt bingtiabiitodkeep a promi mad to yourparnts? 1d. oddidit bediod ifdNdpor dptNhdAmdrtcts NsNditim ? dmoel iurel Nay? dxplini.  Two Points of View Two different newspapers published reports of a student uprising in Santiago, Chile, shortly before the election of President Allende: Two different newspapers publihed ieports if aitudent iprising in Sntiago, Chile, shortiy before the ilection if Pesidnt Alende: 143 Two diCferet newpapers published repotstiof atudent ipriig in Sntiago, Chile, shortly before the ilection ifiPesident Alende Sntigo, Pitt The whli Tueday tiht i LaPzCCem- honorig the anni iversrif thi dath if tie "tudent martyr," "Pti Gonzale,, well knottoithi picieiof ouiity, hidreuds if stu- dnitshllgd that hip weri goinig to iay flowers it li- exaclyihowithe ittbegan, but itapeared that ihe stu- vo lrith tCiii flowers.i Tihey etd shdowntith outldfttherd t yintayiin puttic.orderCtyepif e ii selves.Aifewitudents.were doicyeifThe piutiofithe duti ofthipoliPc i toCmini- tSantigi, AtLit Inill ihe hitory if our icoutry thier bfutality that ociurred in La Pa, Cemeituu'y Tuesday tight wien police opened ie'o students gathered tiionotheii memory if "Ptt" Gonzalez, heri and martyr. Wly tcward spectingtheiisanctity of the cemteriy, ihe pltte ittacket dredswreimprisoned. ie ide gneral stikie. Thiu government musi free ihe stu- proper medilteatment ior theijured. Wupeinid itt inly strengthn heiiberal~i Satiatgi, Uiii The whli country knows aboutithe sad usdaytight in La PazCemei- the deathiof he "student martyr," "Pito" Gonzlez, ocity hudredsiofttu-W diis alleged that they wr goig to laypflowers at lon- iiie',tmb. No oehknws exactly howthe iiotiibegan, hut it apard ta theiistui- denspaieuid clus andtie- iilveri ith heirCWfowers Tieycrted aCishowdown ithii pubicitordeC. Teplttehad slightly wounded. Some tjil here thywee ues-i tiotedftr Cetailsiy the police. The duty if iie govenmet itoigovern. Phi City if the poltcei h a in- tainiorder. Othepwise govern- Satiago, Atit In ill ihe itorty if our ciuitry ther is opirillel withtheii brutality thuat crrditniiLa Paz Cmeitery Tusday tight tihtnipolicpened Aftieit stidents gatherid i t onrtheii temou' if "Ptt'ioizalez,, heto ad martyr. Wly ciad stuhime.iiiWithutrueii cemetery, ihe pticattacked dredsiwrimprione. i have just heard ht itheitu- iAe g iln gualsrk. Thiu governmentiust i frethe ftu- deitsiIjtimustii aavitaile party, thi only partywhicih country knows abut the sad Tuesday tight in La Paz Ceme- tery. Withiihepetext AC honointiheiiniversary oV f iie Ceath thei"student matyr," "Pti" ionzaiez, tillkAoinitiithe polie if our city, huidreds if sti- idents alleged tha tihywr goigto lyfPowrs it Gon- alz'i timt. iiotote knows exactlhoiitheirit begai, but it iapeared tiat iie siu- Pity aiecliiuiuindiii volvetshithtiiriiilowerys. Tihctly aisiowdowii it io ut hi duthyinaiing~ piic orierCiTthe pyliieha Wsliti.y iouCity.ifome police hetyoftithe. i City if theipoice istoiaini- iSiitiago, ALAiW In ltheii hitory if ouriioutry there ti rlel iththeii irutality ht iccurred in La Paz Cieiiery Tusdayiight stidents gathered ii hnor ihe memfryif "Pit" onale,, herioiiid martyr. Wnly coiards spectini the siictity ofthei Cprediiweriipiiiei. i iave jist heaCdtilt the iii- itt general itrie.Phis government musi free the stu- ipopriidiiil itetmeitiPip the injured. W intd ou only strengtheniheiiberaiutl pirty, the iily party which  144 2.Wht isthyoeo Alne i3. Bothi? ifticstti thesamtisiijecttiiit isitiiiiiiy iiiow ietheaticii iitimi? iffr#2?#2 hiWh Vi ffifhprs ftisiuaioiilustratiihoifitctiitif iiiDi utink iii Viietittii iila inide#2? oul#2? 5. What is theurleifiiiliilend tffe? ?? 6.iiifhiirtiicstreait the iimeisubject.iWhtisi iituuu 9. Coitflit ii? retu iihiitwiio? moreViepleVor itofpttie the siimedgoit Viiitryitiireventiiai #h2? romrec#2? it U.ic fitsitof his itiiiatiionpluttitcnfitcitiitif i7. iiDoiyo iiiihth inknw eoti fasimilainc2? twoud2 3. iith irticlii tiiittheiisamisiijiit. Whit ii it? 4. Wht two politiialpputts if iivieepriiiitid? thi siii gal and iry ii preveit iach ithirfrfomfiiihing it. 7. Dohyiuthiihiiewsfpitiiofaiihiniident wiiidhi 8. If, diig a fiaf fit wer? ipeidingin Ltii meicai, fit Viid these aticlin itticl neiippr, ,di fit thinh fit tould Vfind iiything in them thuatiouliiu? fiutoiisuffVeif"tutu shock"? Why? 9. Whit yit iii? thisi irticlii, thuatiiasViiurfiiit feling it. If Viiirien f yoiri ieretith thieittudentsit thi ieietiiry, hi iful tyu fiel itiut wsriot #1?#2 11. If aifriid ifftorite i th thi poliiat thiicemiiry ht ifihii ufelao tifis pirt#2? #2?  145 Yo areAng1, aPoliian0ex1ha0getudet ithe t Un0t±eStates. After being away fromt olivia ±fo 0000eayou aeotrnig lomt. Yo are egr togo backto thlarge hcinda wheryouofaily owns 00,000 arsof bad. Afteroa±1og plane ide to La Paz ant a short flight o our fathtr'ssi-seater you ar tfinlly loot. You are realy 1lo0king fowadto anasao tht fternoo ndto seig your unlesan cousin± who r10 alotflying it 0or thisoccasion. Your granparents liveowit your parents. A±sa0o, by the oay, i±0otypeofotdoor baobequ0 ndt ervs a aninformal, festive socia1 gathering. 00Youtavablattthatte0noon. That eve±ingyoutare±re.1l h 0ntred to beivted to sit inon th010famil ouncil mtigom- bpod of your father, your three u00010andtotur00grandfather. to the eldet south0v0 been000looking foward to this or000 longti01e. The discussionthat evening0ceteo thelorsening0±nan±i1 situation of the family. 0Family membersareqite disturbed obout th owmargin of profits they notget becaseo f recnt d rfor. Thisoen that hobf of your family's 10,000 acres 000 bonogs to the peasants that osed to work0 or your famly. The peasants ow w, the average, or-acre 0rac10 of lt. his oame obout through the outside influence of those01 0±h0ostreup the peasaotshy preachiog against the ev±1s of 1tifoodisoo, the logeouonot of loot oooed bya s0011 ooober by oich fami1ies. bor f0m01y, i0 tn 000o00 to holp the peasaots, had tnvested htootly in boyiog trucks to holp this transport their productsto th010±0rke1010000ls owy. 0our 00a001y ±1so bult wareh0oeo tor00e0theior00000odu t 00trate±ic0oations. The situation hasbeen gettingoorseoobecause ot oly hasyour foamtly invested heoviy intotootouoadwaousesoooobt noooooedsto maitithe lotrckso, and prt and servicearetincreaing inoot. All of this mtto, that, 00 010 average, your fa10ily 0000±0ingoly 0 30 percen0 profit. Your faolly itoqute onoeornod abot its fami1y obligatio, e0uca0±o0of t040chil±dren, 00a00s, toO the 1as10 qeto ofeoomiootourovivol. 00Youootoey otrprtsed by ol this becauso 000 thougt yoour0fomily oto oll off. All thesoon00000s0 oil be yours to 010 future beotoso, to theoe010000sooou 000ll±htit th010fomily holdtngs and resposiblities. Yoo are 00001, a 0011v±a0 toohange 0000000ton01hebotted tates. 10ftt0be0000aw000fromovia000r000eyear yoo of turning0 ho1me. Yoo aetegerto0o0ck o the010l00r1000hacienda where your famtly owns 10,000 00r00 of loot. After a long plotnttotortd,etto aa0ndasorot flight 00 your 0,010r', six-seater ou0ar±e0fin~lly homt. Ooo tot otolly looking forward to to asado 010hatooeroonoatotto ooeing pour tncles to 00o0±0ns00ho000e0100so0flyin±±i00forhisoccastion. Your 000000000010 live withyooo parents. Anasado, by theoay, isoatype ofotoor babohqo, tot serveo 00 00infoomal, festiv ocia00±01t±01ri±g. Yoo loot a blttthat 00000n000. Tht 0v0000g yo0 ar0 oaly 1onored0t0010 invited to sitin ±on0t010family couooil±ttting com- posed of your 00010r, 0000 00000 tnclesondtotu0000andofather. to 010 010de0s00so00 ot veboonlooking forooot to hio 000 0 lonp 0im0. 010 discussio thateve0i±00c00000s0on0010 0orsening 00nanc±01 titootiot of 010 000±00. 00m±00 me0ber, 000 00±00 0±0000be0 tbout 010 low margin of profi0ts0100yoo getot cuof recent±a1000ref00m. Th1±0eattha01ha1,10of yoorof0mi1000 10,000 atretow000e4010000to 010 pe±000ts th±t 0s00 to w0001f0000000 fmily. Thepetstots ow0o00,00n 010 average, foor-aoro 0rac0, of loot. Thio 0000 01000 throuogh010 ou0si00 inf1uence of 01hose000o sirred op 010 peasanto by preaching agains0 010 0vi10 of batifuotisoo, 010 loge amount of lhodotw00000by small numher of rich faiie. Your family, i ntfotto help the peastots, ltd investtdheavlotbby oing trucksto lelp 0100 trtooport theiroprodutsotolthe marketl100oiles aoy. Y00r0family001ohbu1l wareh1use000oto00000h01i±0pro0du0ct±atttgio locations. The situ0±atito asbeen gettiworse000beoaoso not ooly has yooo faml ivtdhavilyotootn0±±00rucok, tot wtoohouses btow0000000,to maintain01toooruks, tot paots and ,ervice ort inoroasingit ostoo. 000 of hisomatohto,0±, 00 010 average, 0000 fomily ±0 tokiog only 30 percent profit. Yor000100y±is 00000 onoorned oboot ±i to aily 041±0±0±000, e0u0a0±o± of 010 01±100e0, 00±00,, atoth010basic 00000±00 of oool ecoomourival. boo too 0000 ourpisot by ±0l.01is because ou 0 thoughtlou0000a0m0000w00 otl off. 011 thee onceoonsoowil±0be ou0000i the foture hecause, ±s 010 010000 000, 000u010.1 ±0000±0 010 000100 holdings tot resposibilities. 145 Yoo too Angel, 0 Ooliviao exchaoge s000e±0 in 010 00±0e0 00±0e,. After 4e±ng ±0±0 0rom 001±00± foron000ye000yto arereturing 1000. 000 r00age t00000k o the ±0l00r10e±00hlcienda here ou0000a000±00o000 10,000 tooeo of 1000. fter a long plane rideto± oooLaandahotflght onyour 0±0100'0 0±0-00±0te y ot0e inally 1000. boo too oolly looking fowardto an asdo tht fternootoon n o seig your ule tot 0c00±0ns00ho0a0e01,0o0f00±00 10 for hisoccaono. 0000 grtodparents live withyour paoents. Anasado, bythe way, isatpe of otdoor barbotto tot serves to to infomal, 0000±00 so0±a1 g±01er±ng. boYo t hae ahlathat0±0afteroon. T01±0eening ou 000 e reoally 1on±r0d0t0040 ±00i0e0 to s000i±0o00t010family0coounilomeoting com- posed of youo 0±01er, yo010throonlesndtotu0000an00fa±01,. 0, 010 eldet on oyoohave benlooig foward to tisforalong time. 0Thdisi~oon±h01±0evening 000000, o± 010 000000100 0i0anc±01 0±00±0±on of 010 000100. 000±00 0004000 ar0 00000 disturbod ±4o00 010 1o00margin of profitsth0100now0ge0 hecaoso of oecent lant oeform. This 00000 01±0 ha1f of y0000f00i±00, 10,000 acres 000 4010000 to 010 peasantstha1± ttOsetoowork 000 your fotily. 010 pe±sants 000 000, 00 010 average, four-acre 0r±ck, of loot. 01is 0000 ±bo00 0100001 010 ooutdelo inf lueotoe010hostirred 00 010peasants hy preaching agaiosoth010evols of 1±tifoodiooo, 010 logoe amot of laonooodtby ± 00011 000400 of 0±c1 families. bour family, ±0 to 000000 to 1010 040 pe±as0,a10t0s,0001e±ed±0aviy±0nbuying 0000000 to help 0100mtonport 010±0 prodooto to 010 000100 100 0±0.e, toty. 0000 000000 01,o 40±10 warehooeoo to00000h01i00produots ±0 00r±0eg±0 100±0±00,. 010 situation ho, 4004 getting oooorsebecause ot ooly 1±, 0000 faml ivtdhavil±y0000i0±0t0±rucoks tot waothouses btow ooo00d0,to maintain0the toucos, andparots ndsrvco ei ncreasoo~ing i o st. 011 of this 00000 01±0, o00t010averfge, 0000r000±00y±sootoiog oo00 ± 30 per00n0 profit. Your family i±0q00000conoooned ±4out its family obligations, odocation of 010 04±100e0, 00±00,, ate040s4±00q0000010 of oomiotlsu00000a±. boo too oeoy 00rpr±s00 by ol Ohio beotsogou0 0400010 your 000000 000 0000 off0. A11 010,0 00000000 0100 40 yours ±4 010 f00000 beotoot, ±0 010 010000 000, 000 wi11 ±00e0±0 040 000100 1o10±0g, an0 resposiilities.  146 146 2. 22hat22i 722a 2±2222222 3. What2is±a2±22ifu2±22 4. H2222u22 1a22 did 7222r2fa±17y2own2 5. What happened 22 2alf that 2a222 6. P7wer2c 22222c2222h22u2h2the ownershp 22 1arge 2222222 7. Angel is use2d22o±power2±nd wealt. N222e 22 s 2222cange 2222212g. If2yo722reAgel, 2222t22o12d722u22o22o2m2intai y222 7ower2 8. 22 222222g one's 2222i17 2bligations good? 9. 2Is22±2n22±2222 222222 good? 2. 22 2222i221 good? 2. 22222727222222222222 3. 22±2 is a 222±7222±22 5. W2±2 22222222 22 2±12 22±2 22222 6. Pow22 222 22222 2222222 22± 2w2e2222± 22 large 2222222 7. 22221 is 2222 22 22222 222 222122. N22 22 2222 2222 2222222 222 ± n. I2272222222An21, w2222w22l12722 22 22 221n22i2 72ur 2wer 2. I22m2222±g2on's2f2m 221±ob 22±222ns22222 9. Is±mai22±2in 222222usgood? 22. I22s2rv*al 2o22 146 1. 2222 22222222±22122222 t? 3. 22h2t22s2a222±72222222 2. H22±m2222l2222di2±2u7222 mi222217 5. 22±2 22222±22 2± 2±32 22±2 22222 6. 22222 222 22222 2222222 222 ownership of 122ge 22222ts 7. Ange2 is 2222 2± p222r 222 we±1t2. ±22 2± 2222 22±2 ±hang±2 222 ± n. I±7y722we22 2n22, ±2±2 22222 722 22 22 222±221± 8. I22m2222ng2on's2faily ±b±gation good? 9. Is±maintaining2s22222282222 12. 2± ±urv2val good?  0.47 The tor, Things Change The sn1isjust peekin0 overthe ouno~tain but B0000rino±isl- ready to his field surveyingthe potatoes 1ying on he ground in the ornoing dew. A, ho stands gazingove his crop h's thinking how good 002feelsto knowthatt log last he ihisown master. hland of Don Chpe ho, fhoally hbendivided aogothe orme0r2orkers'oof "Los hoplo," 0on Chp', e ormoranh. Berna±dinoho, six0 creshich akshm fel asif he has beomeweathy over ight. Benadioohaow receoived legal titleto his land, the land whicb hi, father oorked bebfoe00im000dhis grandfather boo, bot. That is ohy thesesixaceso reof such speci0l importance to him. noig thtthe land truly ishisad tht he is o logerwokin fo on C0hpakshi fel tht herelly has bome wealty ove night. 0wn±0g this 102ahd hbon0adreamof hi, family f000as100n The poatos hav own fasbot ond h digging gos quickly. 00 eesto Bernadino thaothebo arhot haoexceeded hisexpctations and h feelthat with theounot ofmoneyh epetsto recivefor hi crop hoeowill b bleohio 00 bo e 1og-awaited things for his family. toobjo haowated o0 1000bor a000000gomahine. "'ll11surprise her with tht ne od -- thoetht goforward ad kward. bn or 00in±00perhaps that shinyo black bicyclehehokhops talking aouot. There owil probbably beoenough eento boy boo tranistorradio Rita wou10 like to hove" 0Bef ,oreBenadin~o hod been oble to buy oly theabbolt, 0ecess- ties for his famiky with the 50' share of theocops ho eaned orking± Cor on Chebpe. Oowh felsthe howll hoagreat deloronyto provide a0fewbetras Boo his family. As Bernardino has oo truck to transport his potatoeo to the market, ehos boonootactedoith Don Oeroin, bo hp'oyooogest oon, to haul hi, potatoes to Booooito oooo 20 m0le, to the oat. They have 00r000 that Bernardinooil pay 0ifteen peseta, per kilooter per kilo of potatoes. Mofjo, Rita, ood Dinoojoin Bernardino o ntho earhy ooooing. In h distaoce they haveoseentD000 2,00100 took okming00dooo h food. As 0000 await its 0rr±va1, thoy tood silentdly, oach thiokiog his owo thooghts of howod000e0ha boebooo. Oho trukkpllo to o halt. "Bueos odis, ooboeroin. Oe'reoeady to oadood ifooehrry, 00 ooo ho 00 tho oorket hoforo ooon." Ooooodioo'o fooily quickly. picks 00 the ot00000sff00 the ool00 earth andithinofourhours they aon otheirooay--booooing aonogthe 00ro 00it oood 0000 ,otisfied bith theif horvest, their oxpectations high. Oh, tor, Ohings Change oh, 0un i0 jost pooking 0000 th ou0ta±0±0boOt0000000000no ol- ready i0 his 0±010 002000000 the aoes000l0ying 00 Oh, gfound 00 tho booobornn e. 0, ho tondo 000±00 0000hi, oooy h', thinking how good it feelstobkowothattog latheishis own master. Thohond of boo Chp, boo finodhy been 0ivided among h, form'o orkersooof "ho, Lplos," bon Chp,, eoouoooraoch. 0,0n000±00 ho, oix 00000 ohich ookes 0000,0e ,,as2if h hbeomoooealthy over night. 0000000±00 haowoooceoived legal 0±01e to hi, hood, tho hood ohich hi, father oooked hofore him and hi, granodfother hefore toot. That is boy those six 0cr00 000 of such spocialdimorotoanoe to hbo. 00owing that Oh, ±0±0 truly ±s hi, and thot ho ±s ±0 ±00g,0 0000000 002rboChopeomaoeo bio feel that he readly hb omooweaolthy 0002 n±gh0. kOoing hio 1an0±0benooodr0eam±of bio family for 00 1000 000 potatoes hov, g00w± fast 000 00, digging goe, quickly. 00 seems to 0,e0na0000othiO tho horvest 0ao 000,e000 hi, oxpectations and 00 00010 thot both the amoot of oooy ho expects to 0eceiv, 002 hi, coooho will ho ohio to boy 00homog-awaited things Oor hi, fomily. Ooaoujo boo 0000,0 00 1o±0 foyr0a0000100 oachine. "I'll oourpise herwiththhatooeooodl --theone tht goes foowardoondhbckwad. 0±0d00orino porhops that ohiny 01ac0 hicyclo ho 0oepo 0alki00 ±0000. hre w±ll probablo'be houogh ovoo to boy tho Ofansistor oodio 0±0± 0,0eore Brnadinohod heeo ohlo to buyoynl0±2h, absoluteoooooooO- -0±oo for hisfamily0wbo th0±,50% share of h, cooyoho oonedoo,0ki00± fo onooChepe. Oohfelothere wilbeoagreat dealor oneoy to 0rov000 0 feo 0±0000 Coo his fam000. 00 Bernardinoohao oouck00to Oransporthbs ot000000,to h, 0000,0, hehos boonotrcted with Oon Fermin, Oon Chp', youngest 000, to hool hi, potatos to Ooooooita ome0000 Cile, to Oh, east. Ohey have 002000 thot 0ernar0±00 0±1l pay fifteeo pese0a, p00 0i10m,0e0 pe2 kilo of pot00o0,. Oooj,dRita, and00inojoin00ernardio itheoarlyornoiog. Io Oh, distance Ohey have ,ooonbo 0,001', 0rck0ominookow00theroad. Ao they ±wa00 ±0, arr±v±1, they stand silontly, oach thinking hi, 0w± thooghto of how g0±0 1±00 ho, beomeg. Oh, Oruch oulls to 0 0alt. "Bueoso gs, o,, 000 rmin~. 00'reready t001000000±000wehury, 0,0000000', 002±00 qickly picko op h, potatoes 2000 h, coook earth and bitbio for hours they 000re±onhir oay--bouoncing 01000 Oh, 0ar0o0 0irt roa0 0,00 0a00,00,0 wit0 their harvest, their oxpectations high. ±07 Ohe More Ohings Chaoge Th, 0un ±0 just peeking 0000 00, 00u000±0 hot 0e00000000 is al- ready ±0 hi, 0±010 suryinpg Oh, p0000t0,s00±00n00on h, gond 00 Oh, mooning dew. Asheostandsgaziog overhis opyh'sthiniog howgood it feelsto kow thatat long last he ihis ownmater. Tholood of boo Chop, boo fiolly beeo 0±vi0,0 00000 tho formo orker100 of "boo hoyboos," boo Chp', 000n 00ous oanh. 0000000000nooas0six00creshich makes bim fool 00 00 ho has beomeowealthy 0000 light. Bernardinoohaowreceoived 1eg0± 0±010 to hi, 1000, Oh, land ohich hi, father 000000 before him ond hi, grandfather hefore Ohat. That io boy Oh,,, s00 00000 ooo of ,uch special imorotance to him. 0000±00 that Oh, land trulOy 0, hi, 0±0 that ho ±0 00 000000 0000000 00for o hopoeomakeshim feel 00hat 200eallyhas boeboe wealhy 00e0 0±010. Own±0g Ohio laod has beeo ± dream of hi, family 000 00 1000 Oh, p0000oe0 hoC, gownooofoot and tho 0±00±00 0000 duickly. 00 hem o 0ernard00o that Ohe harvest ho, 0000,000 0is expectations 000 he 00010 that with Ohe 0±0000 of 00002 ho 0xpe000 to 2000±00 Coo hi, ooop ho wi0± 0, ohio to boy ,oe 1000-000±000thiogs for hio 2ami1y. Oofojo has 000000 00 10±0 000 0 oewing ±ac0±ne. "I'll 0urpr1s0 her with that ±e0 0o0,1 -- theonooothaoes forw000000a000b0000000. An0 002 1000 perhaps thot ohiny black 000201, ho hoop, tohing 00000. There w±00 probablbe ehough 0000 to boy Oh, Oransistor 0a0±0 0±00 0o0±0 100, to have:" Before Bernardiohod been oblo to buyoyn00±2h, ±0so1u0e 0eces0i- ties for hio foobly both Oh, 50% share of Oh, copsyoho 002000 0000±00 Cor onohepo. towohe feelsthereobil0be0ogreat deal or one~y to provid afew extras forhis family. 00 Bernardino ho, oo 0ruc0 to transpot hi, potatoe, to tho 000000, he haontracte00,0with Don Fermin, boo Chp', youngest 000, to haul his ota0o0e00o 00to00100som0000 00 le100to Ohe ±as0. Ohey hov, 000000 thot 0000100000oil poy 2ifteen pese0a, p02 0i1ome0er p00 ibo of pototoeo. toooja, bito, and 0±00 join 0ernar0±n0 ±0 Oh, early morning. Io tho 0±s00±ce they boov000sbooOoooneri', Oruck 0cog 0000tho 2000. 0, they awa±0 ±0, 00000010 they 000±0 s±1en01y, ooch 00±nk±00 hi, 000 thooghts of hot good l1±0,aboc0ome. Oheotruc0 pulls to 0 holO. "Bosoodigo,,DooOFeooi. We're redy to load nd if ehuy, 00200000000 fooily qoidlyopioks op h, pohttosfom±tho cool eatha2ithin±0±0four hours they 000 00 their oay--bouncing alog Oh, 000200w0±irtrod 0e00 000±000,0 both hiryh0rves,00,heir expectations high.  "I heard ysiterdaitttepice for ptatoes it at its tigtest fit my ftttly." andi ittittrdinoretiesthititttoty ihatuliighsgostttarit.y t tiltitntgishsettinkut th titdritaqitd-ot25ig f ishtttist-- ittfr giedtisprdt. in "I htatd ytertttayitittepitt fit ptittist i t its iet fit my family." andtBrnttinlirettuivesthittinl fit itulig hittguilstoimarttti. Neverttihifitoti ittoreiterttrinisi.omewhit tittippoittita ite cotfbii ng f tlt tthepta gs otitit Buttit.onten tdii ishsa ethinsfiotitht tttleamti-otwtiltght iharvet ittfr xcedti sprdt. in tt ffoftitweygittsttitgeycotit tothitgtarketi ittrt 1it "I ititi yttitrdy liha t thepictfitrltitatesit iiitt tighet fitr, Ionfemint. lsBrario BernardttinieitetthaptpillftttlThakG.Tiguilt ii itooittea Thteyit aritttliu erii' aai wer h oaoe r eg and it ttetnartinorcevs h bl frhutituthis ittotsttimtittt bevetthaidnetitii thisbefreBerarioisyoewttitifappiteptt Ite itfiginttthepot itito gttotownt iut tit.onten i ttm ttititiishstt ithnk ao tteudret edfitu eiitithto if art -- itinfittxceetg itt pitiitoin. ttt i 5 fht ttpt It o itPtewigh iutgstatin tthebcotiut theifatttit.rI unitit ttiinemot fite. ugtsitt p hitiuta ittesubeutori nDoni thitstiiit. pes a otcute n tulip isttt ti IiitsInhe ndthIetfrrainieientt jiitte ttmaid tt  Thi Mofi Tinigs ihaige iiiiussitatifrif 2. Bernardinit veiry priudif ainewpssiesii. Whai ii it? . Biernarfd itinodemso uintutuhigsin tfin.iWhatty.es h . WQeitBfiufrdittitairisi toiwfi hiifind i utitiruti potatis. i it cs hmaltofpoi.Wh uth . STipidiuBetntrdinitdeiuiietotmfiidtthei tHo Tii.ifBer ignaurdino itutain t tifirkt. hat s t i. iifnafdioistiverfprftd if uainewitossessi. Wadis i? 3. Beifarititirfamtiof hufigthingsini twn. Wtutu deshi 4. Wheintifrifrdioarifiiisiint hiinds hiimustitore hii pitatiii. Thi itl iit hiiltitif pfifit. dy iut hi ttei pitatiiit 5. Thi old liniiiner'f ioniowistieiniyitirucfitttueifiafdino canrfnti. dow is thui iiiourieif pwift 6. itupioseiiernard i ugh tu ide tu oetuoitheiityp. How tight uithishfsibyii httim oepuwer itiitiutiti? 7. if fituiweri iirtardini, idihat wutdyii do? . Gitti fiuf diiin, hittouild fit iiplaiinfiyouilititii tifiyfuifi? hi9 The Mir ii gsCiangeitDiiiiiiiiioStiftefi 1. iifnifditii tainig ihi ifop tifirkt. dhai ii it? 2. tiftardiiit iitpodif atieupoiiiiii. ihii i? 3. Biftifrdi dfiiaii if buyiig ttigsintwn. Whht diii h hipiethiy? 4. Whie ififtt Be ffirdinoarivsit hin di himuiit store is ptitiei. Thi iuiihiithimialtif pfifit. Why uthi 5. Thietio idiadwif'i soniownsti e oniyitruckitha tifetariit 7. If yiiutifietifuifidito, hii iiiid yit do? 6. Gittit yiurdcisii, hit ituld pit iipliniiofttfhiori toiyiur ife? 9. Tidihtixt t iiyiirdiiiiiiifiinbiiih iiitii  250 Teacher Laorator0y 222 2irect0o22: To reoure tories ret the 0ocus 20 this lab0otoy. 0ompl0t202hebol0log task, inorder afoterreading each 1. Workwith mebers of yorgr~op 02 02020t2o itei2- fomationoces2100 questions f000each0022ource. 2ri02 20120st ix0epiiao si ons2000, four reltional questions, a2d0fou20v0lu/fee1ing question or 00h0220 or twenty inutes 00020100. Tap ou020e222o2. 3. Using the Resource Utilizaonstiion22G,2id200, 02202202 your performanc. 20 dissatisfied, oohooob the 122222 to 222mi2al2202s00onzale2,2Te2000wa22the junor mem2ber of bhe 222200y's ruling ,militar overnmen2,t 2 or juta.Trained 0n Eooope a2d the 2U0it2d States, Admirloonzalez was200distrusted by the three other members 20 the junta, 22otolybecause of his relative y0oth (42) 022 educational backgrouod (a U.S. 0.0. 0in ec222m02), bob 2120 022aus2 h2 222 0n 0Pa02s20hen0bheomilitary oop overthrowing biscontrys 202s00020022a g2ver2m2n0 20202r2d. Thus, Admira1 20221120 played no active 2par0 0n bhe bloody battle 020 the country's capital c20y 20 i2 bhe 202020 o0 the incumbent 202s2. dent by troops loyal to thegenerals whoquickly fomed the jut. On bbs 020022 from2 Paris2withba Frenchbride, 22dmiral2022z02,z0was0invite to join th new junt,22no o mcbecause theAry, Air orce2, and 220in22geerals0who2ad carid 2ouybtd222c0o2p2tru000e020hbm, butbecauseo 22002r0ty rquired that every branch 20002e20r20d22000222sbe repre- 222020. 22 202 senior 0022 2000020 20 002 2avy, Admiral 2222022, 22200 no0 be 22202020, u2202s, o0 220222, 002 j0202 2i,220 to 02202r002e002202 020 002risof a00a202002N02y, 5,2002m2n20t0og. Adirlyonz22220222c22220020i002e22d020022 2320 22od0gr022. When the j022a quicklyoved t2o dis2o2v2 102 o10 220i220 0n0 parcel out the country's day-to-day 0o20200222s02o02em0202 20 202 30202, 2023022 2222a12, 022 given 002e2ca22220 020002102 20 20202020 020 020023 2220202 020 2202002. H00,f0210w30202a220020222022no0d2n20r02n0002s2p- pointm220, since thepost was considered 200202000 2and0franky unim- portant. Admirl Gozale, h0w202r, 22s0210ig0020 to 0222002 0002 p. pointment2. B0200a22200010d200o 0220 02on0his family's2220t2200- 2utrlettsi h c2o0200,,02ountry's Central Vally and later s a studen 150 5T22020r1,0bo0a0or2 00 0. W0r002i000me0b2rs ofyouroup in or0 d002 02o write22n formation2processin,2q022200020f020e22000220ur2e. 20i00 q22202222, 020 0200 02l22/0221002 questions 020 2020 0e- 2. 220200 20 0200002 222 20 00222 022000022 and, 2202i02 2300 0. Uing 002 22220022 20220220002 00220220022 22002, 22232202 your p2e0form0202. 00 0i22a00,0020, 0202220 002 222222 02 a2,econd0group2of20202202. 20t,2022,i2022023n2222020a022d0s,0022020by 002 000e2 20020 2200,0, 20 002 30202, 20notoy 022220220f002s0210000,2 02020 (242) 020d0022c,2,2,2,l 0220202020 (a 2.2. Ph.2. 02 222220022), 020t2022o220,2220 02 2a2 in 00202 wh22 002 military coup 202000022302 00, country's 22220002202221 g202020220 20200020. Thus, 2020023 22220022 212020 20 020202 part 02 002 212200 220010 020002e 020200', capita021it0000 22002,200020r 00002e020200220t 0220. 0220 by 000202 22023 to 002e,220202l2 200 quickly f022000e uta300. 02 his 0202r2 0020 0ar02 wi00 0 00e200 20002, 2220023 22220022 202 0002020 02 j202 002 220 junt, not220 2222200222222theArmy, A21000022, 220 2Ma0i22 22220232 00o2h0,20a2020220o220t002c2200t0022020h0m, 222t022,222, 2020020002222020d0020t20202000220c20o002h220rmed22ervice20,2 00202- 222020. 22 002 222220 1022 2000220 20 002 0202, 2220023l222001,2z0,2230 220t0,2 2,201202, 221222, 00f0,20022, 002 30002 232020 0o 22200 002 00200 a00 002 0020 20 02 22202 0202, 5,000 022 20020g. Admiral 2,222a222 20220020 0,22 220 02002, 2300 ,oo20grace. 2022 t02 junta quicklyoved to2 disso2ve t002ol00c2ab00et20n0200000l0o2t0t00 conty' yto22 2 -dy0ope2020,200222 0 e2200202of2th002u0, Ad22iral 202,z0,22 0,22 give2 002e20002,20t0200022l2o of22222020e020o0,220,202020202 020 0200202. 202s021020w3020ta2020202r200a22no ager 02 0002 ap- 02220020,e2t,22in002hep220 0220022202020d02200202,202 ond frankly 0200- Admiral0Go2,2,2,2112, w02202, 022s0210i0020d02o02eceiv,2t002,ap- poi20tm,2t. B2th00s22020010 g02232220p22n0h2s0famys0,220t0,200 02300023 2202022 in 002 country's 0020001 001120 220 02020 02 2 2020220 150 0202020r1,0bo0rato02 10 Directions,22Tw20,es022200222020022002 00 002 0,2022o20t2002l020202020. formation processing 0questi2onsf 200002220020rc. 20002 20 10020 2000em000202l222202022, 0200 0210002223 002200222, 020 0200 02022/f22202g 222220222 020 2020 02- 2. S021200o200200202on2222000222022200002 2n,0,o0202002230 020220200200200002five20202202, t020002022222n20f0000222 200022200222022es00000022. T00020200122222. 0. 22002g002e02200002e20220,200022 002202,20022G2200, 20232202 your p20formanc2. 00f00i2satifi2d, 0202000 002e0222,2,2t0 Oa22,2220 20o02 20 20202202. 002002, 2220023 22200l20 202 0020022020 by 002 00022 20020 020020, 20 002 junt0, 200 only02ecause 20022s02000002e02200h(12) 020d202,2200,220 0b22kg0,2020(2 0.2. 00.2. 02ne2o222i2s), 020 2322 0220202 02 222 02 00222 2022 002 00200002 000p 002000022302 00, 000200',s22,22020220,220 2202020220 22000020. 2022, 2000023 22021202 playe0 22 000200 part 02 000 012200 000212 020 002 country'2s00000t1l2000y20r22n002e000020r20f002e022020,220 pre2i- dent by troops l0ya2302002e22020232202oquicklyformed the 30200. 02 00, 020002 0002 00202 2300 0 002200 00002, 2000023l2,2,2,le20w222i020202 to join the new junt, not so mch becaue the Ary, Air Forc, 020 Marine gneral who had carried out the cou trusted hi,02ut0ecaus 2ecurit00r00u22020t0020e20002200220 20 002 02020 22020222 02 repre- 222020. 22s00222,20,20 1022 2002220 of t002Nav 2220023rl222,z320z22230 220022,2212020d,221222s,o202,2002,,he00230200232020000200000200200t 020 002 ri,0 of 02 02002 0002, 5,02200 20st22g. Admiral1 2,2,2,2102,c002te020i00,e222d02002,wit00g2020grace. 2002 00he3020ta quickly moved to 0disso0ve00he210d2c0binet 0n0 parcel o02t th 020200',s000.0,2.0,20o2020200022 2o ,2200r02o20t002j3000, 2002021 G,222ale0 002 ,ive22t002c2,200020or200,2122o20M20202020f020S002023J222000 020d22el,20,. 202 0212022junta0200202s2s,2 22 020220 02 0002 p. p0222002,0,2020200,po0220202considered 222t02t2g02 220 002222y20200. portant. 0222021 22021022, 0022020, 202 delighted 02 0202002 000, Op. pointme20t. 2o00 22 0 20010 growing 2p 22 002 family's 0020 2200. 22300023 2202022 22 002 country's 0200021 021020 and 02220 02 2 2020220  151 of ii~tTi ecnmcs eha og bee conincedthab it hs out'sgretet prblemwasthe iiidistyittiob it persoaincomeT. LikT bis fther~, grandfalthe, ad great-gradather before im, he hadgone intothebi Navy, bit ha bli tve afoget his lifT-long preccpationiith bot bis tfelowicoutrymenlive~dad died,at,ad Tstrve. bavertyadun employment were pectres hi biewweli, tbough TlwaysTfoithebTiv i- leged ide--the small bay, ilad in alittiTAdbmial'sTuniforti made in London, receivibg the biad salutes of hisTfaily's frighiteed tenants. Things bad changed ib his coutry, ys, they had ibhagd throgh th interveninbayears, btypeaats were gaidyingif alnui- TTe cotsituiyiatiatinlgvrneto taotnby theTjunta had bencon siderediiibeal tindireori, itato say SoiistTand evenCommu- nist. AT on sit thkpower, the jilta cTnelled te aountrys reltiely adanced SciSecurityyprogaad dissolved the Tational ieathbServaice. neployenanTd iTeltarT beneittTceasedibuptly, and agriulturallansTe ppiate~ d ddistributto iipeasants by the cons btdigi~t~btytitutoaionmn eer turnd by th juna tobbthir form owes.Eey persn haing drectbyrindirectaonetionbwith th previous governmnt wasdismised ftmTemplyment, yubiicborprivtei. UnemploymentiTt was aat. Adirali oizi ezT problem asthusia delicatTteTn. The junta's priTjustificationiforhaviiig vethrontheiiprevyious Tgovernmenitwa Tconomic: the county'sief tineral epothad draticaly de- clined ipicei world marketstiht thecoutycoud not payits bills, internallipy internationaliy. if iiirse, sociijusice iand welyfar edesid y~goal i forteve ytitin, bt tecountyyouldn't afttrithest uxriieii, it least Tiat teomeit. Perhpi later... biat ti da? idmiraliGonzlez irestied tith his consc*ienc, bitati first altays pitetly it the Tafety iyo iisb-filled study,nee pitlicly iy ding iTeetiigs byfte junta. Ti moetooiqitcbty ii batiatlytiouid causete junt toidetnouic hiTa a"Communii" Tii anienTmyio h t teb. Adbdytiit iimvetoitiwy iiiidcdim is countrymntoeven ioreipovityyiiisufferig. Btihefiiid his oyyor- tuniiTT itisasthicutry'inaciali sTtitutbegantimroveb. Wirii-iwide inflition iepiyto increaseTthe biTieiTThiT piiiiiyy He convaicd the junto ii Ty-yobp htk~itthenTinTvey city Tnd btow, assuinig biti~istontyeno t leat onediTTiidiy. iradiiiiy, by iegrees, he ias bleitoiretirethetTi Na~ i~tionadalh erice, iid liter, ayea teri bthecup, was blitoiiobitite junta'stiiset to re- These meTsires heiied, bit thiiisaidsTwereytTiii iiut aiwbriid much reiimaine obe diie. itbTTameitimTe,diral ioizaiz beganti grioib ibionsTiouba hnini te jta'sattitudetoiiard big,. Members it tbe juntya noliiger met his ganctiTdirectly Titbtiy diliy imetigs, TianTd hid TY h iii iewre oger invitetoreiitionsiiTaTd ither problemTwastheibT Titribitibi it yrsonaincomebi. LibT hisather, granifthebr, aTtigret-rabdftheibeforeitihiT, iT bad goneiiniot bavy, bbut eiioud nive fortitisifeit-iiigpreccuittiioiiitb lii biT feliiiioutiymeyTiiedaid died,Tate,Tand strvd. Povertyiititu- empoymenit wereTypitrTs bT biet well, ibiugbhalways ttit tbe yrivi- iiged side--iteTsmallbiy,cld i bailittiT Admii'Tiittifrm madeii Londib, recivuiigithebowitTaid sti ofTisfaily'sTfigteitd itnatsT. ThibgTshadtbhanged i icitnty, yes, ity bad ctbngei throughth in~tereig years, bt peasts were gaindying of maln- hbicoiitiiiittilgioverimeit ovethrowintbbi by th iutaihaT ieniio- si~derbiberai Tidreforis~it, it iii ii siySociaisti iidTeveniiomii- bist. AsTsoonias ititdikypoier, btejiiun tancelditiiioutry's reltively adancedSoiaiiSecurityytrgramand dissoveithei atiioal Health Seyvite. Udimpymybnt Tid iTlfayT benetits iTaTei Tbfidptiy, antiagticitaiiaidsexytiytitdabd ditibtdaTtoeantibTby tb otdituiitil iovrnt were eturneidby the unitat ti frme ower. veyypesonintg diet orindiet conntionii wittheb preiiviioutoentiitas Tdismissed froi imilymyTnt, yibliiiorititei. bUTemploymient wTsramptyi. idiitim ~iral Tonz ibiz'sTpToblmwstus T deitict n. fTe juta's imehusjitiicatititb haingiothrowniithe yreviiiT governmt wasT cliid in priT iicoord markts ththeiontrty coud iot pay its bilis, initriilyorite aitiinaiiy. Oftioirse, soia ijisticeTaii TffrthestbT uxuiieis, iiatlatiatb btTiTmit. Perhpbiyter~... biat i to di diiltGinzaieziTrtleTi tb biTsitonscinc, iiitia fit alTiuyT pit ly inithibTaTtiy it biT biok-filled Ttidy,nee piblicly itr ituaringTtingT iftheibT tab. TTo to iiicubly Tid banty would casetheT junbta i to enune im as TT "CTuit~" Td TTTeney oti teii. inT yetb tooetToiTTlowily wTudcdemnahis otirymen tioTavTi ioTrtTpoterty iii Titferiig. iiiut hiiiud biT ippor- tuiiesa thbiTcointryTs tiinanciititiTiionbbantoiTmprovT. borid-TidifiitiiiiihelyedtiicreaseTtTTepyriTTsbiTsidibnty recivetdtfrits imtiTlytpot,td itdortb aianiT s iTTwly tTT. Heuiti~ bivncdtejiunta itoyop-Tiup kitchnin eveTy cyity nd bto, TTsuinighis otdit enjTT it liait onTTTaliaday. Gradaiy, by degrTTT, hT TTT TblTeitT estethebTNationaiHeth Sevicebi, Tid itery, a ea teri ttidyou, ias bletoiiobiaite jun&ta's onset to re- Ttiig imitediSoiai ieTurity iid unemplymenT~t benetitT. These TTTsurTT belyed, bitthibusads teriiietittib T rkad Tacbyremiibed tibe dnT. itbtTeaetiT,iAdmiraliionzl begaito Tyiowi bdiTnsTiouba hnin ihiiijutaT's TttibtudT tTrdhim. TemberT ifth undt ta ilngeT mtthi, glniT difectiy t tiritdly TTetngT, ad hTad biT itT terT iilonTey inviteiditotecptiTnsTid ither 151 ptablemiwati hebb ldistytbittioi fyitrsaal itcame. lilt biT fthe, afate, iii gyeat-grfathebforeThia, bi bid gonT itithi Navy, but bieacouli netey toyget biT life-laag pteaccipitianthbhbi hi, tTlaowiiountryiei litedanitid~,ateT,ad tatted.Pottrty ad it- employmet ietitipectiye, hT lnew till, thougalways trii ihi privi- legesideTi--the Tmall bay, ilid ii huitleidmiral'sunifari made ii Liidia, teieivita theittsad saliiitesatfbis familyisriteneii itiats,. bigs bid cibitintthi, tountry, yei, ibiy bhadibaage itaobghtheiniterveing yars,,bit ipeTaits TetT aina dyiit if ialtb- fbi constitatiioiil govtynmeit tverthrtw by thi jutahid beet ian- sideredilibetalilniTeforis~t, iftto aiySialist andevetttoim- niti~. AT Ttob asit taob powerthebijunti anctled tbteiiiiitry' relatielyiidancediuSoc ia euiyprogam aindiTislvthetb tioal tfeabltherice. nemplymenuti aid wilftitibhneiitieasid ibtuptly, an aricuturba ilatdsexropyatepiaddis~tribted tpeaiaitiTby ihi constitutional gutenmtawetetitiuibid by tht junt, ii their fotiit ownrs Evrypersonhavig directb o inireciit cntioiuwith th preiousbTgavernmetas iTissed firomileTploymet,publii it ptivte. Unemploymentt taT ampanit. Adiimira inailiiproblei wa, thu, i deictit nt. Thi jut' pfrifejustifictiouafit hainug oaithroatthi previouT governmenuta clined inprice on woldarkeitsthattheicountrycould notpaits welfaretwefedesiyedgal o ey iizn, uht thecoutryicoldn'it affoiyiheseluxuriTT, at iliTsTi T tuoet. tethaps iate... What i to liliirayzlez wresT tledtiii isiioncienTea, but it firsititlwys privtebly inthiiiaftyipof ii, bau-illed Ttudy,nee publiclyoayduinig mTTinigT it thi jilta. fTo mutobitquicklui nd blatanty wulbd causete jntat dnouncehi asaT"Cmmistt ad anpiniiy ofbhiitte. Adbytbt ototi slolywuldcodemnahis countryib~iiyme i oepovetyad suffering. iuthetuudhis ppor- tuities iasibieitutry'sfianiaiil iuitiop bega ii mproti. World-uwitinflatian helped hioiitireasethi pices hi, ounutry titieid fiti ittirl export, ini it, dillit balacesTitwly atiw. biutynvinied thi juna toii pi-,dp kitcheieitiy yittyTtibto, strig liited ociail ecurity ad nemplioyment benif its. Thse miiaureshelpid, bt touandseri t ill butatfiworkad growuconius tf thung, intihi junt', tititud, totatd hia. Miibet, iftThe juta Puliati t hTisiglatii ditiutly it thirlydaily mittigs, ad hiad hi, tifT tertTna lauget itvted ii receptioius ,id thet  A1lessr ma woul hav bee--frad--araidfor hs ow safty ad for that 22 his fami1y - butt he junta's growing hostlity only 12- creased the Admr's1±dedication to helping his countrymen1. 1onzalez knewthe isks nvoled211oppsingor een pparig to ppose the junta. 2222221 ±f 212 22121 Academy classmates hadd isappeared ±und22 mysterious ci2c2mtances 1imedately 2±1er the 2oup, 222 2 neighboring 122222222 12d 1221 brutally beaten and 2112112y22222if222y sht f22 harb22i22 22 escaped agricultura "agittor2". Yt, i1222222221y, day after day, Adm1221 Gonzalez a22u222withthe1 2the2 junta 2221222, try11g 12 make a persuasive 22s2 f22 2222 jo1s, mor2 food, 2222 222121 benefits. 212s112122122s22222 2ma1l--a job here, 2 1212121 there--and 1122 2n2 day the 222n2a22121dwhether 12 22211 1112 to 1ecome 22val Attache in 22dr12. 22 1221i22d, 11 112 121122 1121 1e 21111 221 the p22222 to 2221122. 22 12 1eft the 2221121 2222, 2dm1221 12221122 12221 the 212 22222 junta 222122 221122, '222222 22211 2222 2± it happened, that 222 thelas12±e222221Admiral 1onz11ez 222 2v22 12 1±22 2222 2 222222 22 1he j2212. His± 2222w222swift. Jun±ta 122212 - the Presidential elite 12222, 2±rmy, 121 Navy--appeared 22 1i2 doorstep21t±sundown. He was taken to1he olSpanish colonialpow2der 2212221222which1h121s222222a22t11±city's m21111ry22ent1nt1a2y21122 Independence 222d22mm221212ly 22222212. "1121whi1±at211pi1g12 222222" his wif± 222 told wh1n2she±wa222e2t2ally2112 12 211im 1i 122y. 2221s212k22, as2Admiral221±z1±e2 2122 122 ±2222, 1121 1is 122d2f1±m±d. He2used1th22±ord"faed" 1thoug atual±y they had 211 been peasanttenant-farmers±, inthe service o a great win-producing fa±1ly in 112 222111112 22 the Ande2. Legnd 121d11t11tha 1212ng2 Faustino'± 2family121d222m2 2222 1122n12211222, 212112 122222 1h± 112112 212 1212 11± piedmont 21 2221122 122±2± 1±21 121112 by 11± 212 2211222- 222, 12±e11211±1h212d22o1tuguese. 2111 1i1±f2t11r2± 2222121122, F22±1112 1±1 2122 121221122 1i± 2211±2±sdeb1s. 22221u22111Faust1±22 222237 22222s212d22a± 1± 2112 12 21±22r1his1±11ts211d11222y222d22222d1his±its 2±21±. 221±2 11± 112t1 22 1is 11121 son, 222 2111 11± ±221221 22 112 21±2g2112 2122 212 1±12±2 11± 2±21ly 222212112 g222±1 222 sold mi±2, 2gg, 121 hogs 12 11±e2±eighborhood, Faustino 2211 1± 11± mistres±± 22 1h± 2221 2±1112, 1i± 2211212, ±212 22sari2 122±2±1± 2± Jon±s, t12prpos222±2ba112221. Faustino 2±221ly2222 112 221122±2, 212 p222±2221 12 ±2±1d 22±1 22 the year 21 122 12u±2 in the 21p1121 22 12ave±2121, ±21t1±e2±ad12n±w± 122 since 211121oo2 221 l±2±2 221 22±p22121 12. 2ndeed, ±ince ±he 1±2±elf 222 211121±2, D2212 1222212 1a2 1ak±122au1tino22s1a1by 122 1h± 2211121 12 122± 1±2 ±ducated 221 "civilized," 12 her 22212. Faustino 222112 1122 2221 222 22112 222 1± 222, 222 1122211 1h± year±, 2222 12 1± assist221 222222222 ±2 1h± 2±111. fo2 tha1 22 his family - butt uta131's 1222121 122111112 211y in- 2222222 11± 12212±1±s 2211221121 12 1±1p1n2 1i±222212y121. 1212211±1 j2212. 1±2±2ral±2f112s11221l2±c1d±,. 2122±m21±2 had 21±2pp2ar21 22122 21y1±212222 212222±12222± 12±21121±1y ±f122 1h± 2221, 221 2 22121122122 122222222r1±2d1222n12rut211y b22121 121 finally mercifully ±121 222 2212 112222212112, 122 12122 day, 2221221l122211222 ±21221 2i11 th± o1h±2 jun11 members, t112121t12m2±12a persusive1case2f±2 222e22222 1222 2221, more social 2±n±2i1±. 2is 2121221±2 22222s±al11-a job 1±22, 2 p21±121 there--22nd1121n212e112y12±e32111a2±121d212211±2 2± 22111 11k± to 1±e22±e222221 Attache 122221212. H2±ecnd±±±±, 12 1h±1±11e2 1121 2± ±1111 1±1 12± powe2r1±o22221122. 2± 1± 1±f1 11± 22±1121 2222, 2221ra1 1222112222ea12221e1A±r1fo22222unta member2mutter, "22a12±212l111±1± ±2±2 to±h1±12f222221222222 ±f21h±3ju1t. H21±21222±s±sw21. Junta troops - 12± 12±2122111al elite guard, Army, 221 ±avy--appeared 22 2i± 22222112 at 2221222. 2±e22as12a±en1±o12±e±1ld1Span±sh222121111 powd±2 222±e222±222e211d21±2e22121±12e2221t1d. "'21±1wi2111± t2111112t escape" his±wife±wa22tol12w2122she±wa22e2221122112a1212t1±claim212 body. B1t1she±k±e,2as1±dmi'2lGonzalez ±ls± 1a2 2no±n, 1121 1i± had2farmed. He used the word"farmed" though actuallythey had 211 been peasant1tenant-farme,± in the service of±a2greatwine-producing 22±112 in 11± foothills ±2 11± 22222. 12g212 121 it 1111 1222 ±12 1112112', 2amily 121 2222 2222 12± northeast, 212112 2cros± 12± p1212± 211 1212 12± piedmon21 21 2221i22 222±2± 1221 1±1±22 by 1222 ±12 2onque2- or±, 12he21121±2h211dPortuguese±. 2112 21± father's 2222121122, Faust1'o2h21 2ls1222211222d11i 2ather'± 1±11s. 2221u21111F22st112±wa± 37 22222 ±12 ±a± 1± ±11± 1± 21222 his debts 222 22212 222 22221 21± ±wn 222112. 221±2 11± 21122 ±2 11± 12122 son, 221 2111 11± 2u12221 ±2 21± energetic 2i2± 21± 1212±2d11he2fa112y2±1±12211± gar1±2 221 ±211 21±2, egg221a2±1±gs1± 12± neighborhood, 2aus112± 2±n1 1± the 21±12±2± of 1h± 22±1 221212, 1i± ±211±y±2, 1222 12±ar12 212222212 1± Jone,±±,o1±ropos2±2a2bargain. Faustino 22r212 ±222his emp12yer, w212222222221 1± ±2±212221t22 the year 21t1±2r2ho±2e±2n11he22a1121l22r1travelling, 2±1 2± 221 ±2±wn 2±er±±ince21hildho±2 222 111±2 222 22sp±c1e2 2er. 2ndeed, since ±he 2±rs±12was±childless, 2212 1osari± 121 121±2 22ust±2± 12 1 boy 122 12± captal to hve him edcated and"civilized," in her word. 1aus1in± could2this±rad and writ±and2do sum, and through theyars, roseto 12 assis1221 212222222 of th± es1a1±. f±2 1±21 ±2 his f±211y - but 1h± junta's 22±wi2g h±s1i1ity ±nly in- ±222±21 12± 2221r21±s2±21±211±2n1to121l±2ng21±s2±ou1trym±1. 1±2221122 land±wn±2 h12 been b1±1±1ly 2±1122 221 2i2±11y m±r±if111y ±1±1 2±2 harboring 22 escaped 21212ul12221 "21112122". 221, increasingly, 12y ±21±2 12y, 2221221 Gonzalez 221221 1111 12± ±1he2 junta 2221222, 112112g1±o22±12 2 p22s22±i2± ±2s2 for 2±2± j±bs, mo±2±2±22,2±2±e ±ocial1±e±ef1t. ±is 1121±21±2 2222 2±a1--a jo221±r±, a pensi±2 there--and t2±2 one 22y 12± junta 22121 whethe2 1± ±ould 1ik± to 2ecom± 21221 Attache ±2 2a121d. 2± 12±112±2, ±2 12± 2±11±2 1221 2± ±21ill221d11±e1±owe2 to 1±2112±. 2± 1± 1±21 11± 2±21in1 2oom, 2221211 Gonzalez 12222 12± 212 2±rc± j1112 222222 2211±2, "Fran±2 ±2111 2±1± ever2t12h2ar2from2am±m±er22f112e3ju12. His±±1d±as±1121. 22212 troops±-1the Presidential eliteguar, Arm 2±1o11av--app±1±12111±i doorstep at±sundown. He±was1taken t t ±ld Spanishcolonil powder 2211221122±22 221 2mm2±11t1±12e2e±2±1d. "221±1 2111± 211±211221 1± escape" 112s212±e22as 1±11 21±2 ±2± 2as±eventually 221± 1± ±1,11 11± 2212. 221 ±1± knew, as±A2221221Gonzale±,als±±h121know,,t1221h21 222212ym22 2±112 2±1 2± so fortunate in 11±i2 escape. 12212±2222,i±n1±2222n21d11the2±21±2L22221± 221±11,2± 2family 122 come 1222 12± 2±12221±1, 211112 1cross 12± plains 121 in1± 12± pied22±21o222211122 2o2se2 1±21 121112 by 12± old 1onquer- ±o±2,12±e21221±2h221d ±ortuguese. 2111 1i± 2211±r'± ±c±upati±n, 2au±t1n± 2±2 21±, inherited 1i± f21h±r's 2±21±. 2±1t21111l1F2u11i±o2w2s 37 years ±11 212 1± ±11± 1± ±1±22r11±s1±21±s222d2±212y221d22212d21±s2±wn 22m112. Afte2 12± 11122 ±2 11± 11122 son, 221 wi12 12± ±211221 ±2 1i± ±222g±11± wi2± 21± 1222222 11± 2am112 22g212112 222122 221 s±11 21±2, ±ggs, and hogs 1± 11±e2±1211±212222, Faustino 2221 1± 11± 21±122±2 ±2 12± 2221 estate, 1i± employer, ±222a22±221±o222±22±1± 1±e22one±, 1± 1ropose 1 112g212. 12±21t12o222212y±s22 112 22p122±r, 212 1222222±1 1± 22221 2±21 ±2 11± year 21 1±r house i2 12± ±1pi121 or trav±lli1g, 1±1 2± 221 k1±22 he± since±c±21122±21and21ike1 and rep±c1±2 her. 2±1±22, 2in2± ±he herself was childless, 2±22a22±s±r1± 211 1212± F2u±1±22 12 2 boy 1± 12± capitlto have2him±educated and"civilized,"±2n2±er22ord. 222±11in2 could1thus2ead1and±wrte and1do22um, and through21h±year, ro±2±1± be 2221,1221 222±2122± ±2 11± ±21212.  153 Faustino idi ipnt mot of dis thiein thi istate office, working at job he ieither likddnor did well, though it had pirmitid hii to clear his iithr'i dibti. Thi bargaiiihi iished to priposi to Dna Rosaiiiuwouidlibiiitiehi frii ofice iididgiiry idimaiihimdionciiiagain th reginiiidtheipurestiidbetdloded horses. Dn Rsaio iai iaitiigiioihiiishe iiiirid thiiiffiie. minid itiaddigbefodredihis eployr, iihodiasdessed in duty iidiig DniiRoiaitiidid niiiask Fiutinhitoiibisiated. Thiigh timei hid ihiaigid iiidiawshid ihinged, and thiy ihimiilvii hid ihiingid, Dii idiiiio did niiithut dieriempoyiii wiih hiinimay i iffionid, dily wiii i sodiidiudglingiispedi.iThi iiiepiiily tiiiiiiiiFa ii, iim hiie ihid dnci iegardid ii i surrogati ion. dii had aidit dai- priodvediiiihisdariagedii giiihethought was hiiiith i. iiiitiii did n ididDondiii iiohiatitudi. Hi ifti poiiiiid were oibetingision iii iitiii, iirihloidiiii fiai, didthodugh dihi dupii dropshid diii distibuitid to thiiintiiai, iNiiiYii'i diiii. iiieutiirhid iniiaiuiiibiiii iiitiii'i own idea, i fiii hi wai "WiP, Fuiiii" Diii osio iisid, "diiitiisi yoisiitd Fauitiii coshiidiis od, iaiifiidy. "Alijaiidri, uifodiii iii, is now 15 ani I iiild liii ti tri himiioiiakiiioierimpjoinithd iofii. Hdi aihightboyiand, ii yiidiiii, diasiiiemaid iiichiol." Diii isioiilddd. "diii gakisiiiuthn, Fiiitiii, thut iii iorihiud qiidiy iiidiwddigihtly. "igig yiuprdoi, Doisi iisario. I pitthiiicait difori thi ox. Whit I isihid ii iiyi ini shouidd divi aid, is thau I iii iidoigeiri iiiiouniiiaiiiniiih i gi back tod'giesiddhorsis." DinuRsioiiiiiii lmostiscihius. "dduow idyinitind to gi dudk,Fauistiino?' yupgrap ihiadipidtdheilpii." Iiiidiiiftd feet idiiedd siddiidy thut hii kdiiiweretrimiiinig. Thi iiliiii in thi roii wai iioi profound. Diii osaioiiidiiithi stol d ibegaidtoiwdlk irodid iiheiioi, piiidirsiit aitheiiledgrs, and tdiiiat tdeiniiceiiipilid niitly ii thi dudk. 153 Fausino noiwispidi most if is ime iinihi iittiificeii, orkiig it i job di iiitheieddnor ddididelthiugh it hid ipiriitted hidi i ilea isdiifithi'isdbi. ihi durgai he isithed iioipropose Doni Roio oldilhibidrt isfimofiieiiuidgery addakeiis diiciiiiinu into whai hi alwaisiwasii iarmer, iiniidthei iest diegrapes of thi regiiiniiidiihe puiisi iii hut bddiorsies. Doisiiosiiowasiiwaitiig for imiiaihi eitered thedificeii. Fiuitinoirmdiiisiihit. "Buind iii Pitiuiu," hi iiid did re- miniiisianding iifioiediiseployr, dhoiadresseiid induty riding clothiesiiid das seated ii thu high didooidenolFiiustioued dwhih writein ithieiesti'i dedgers. Diii iosariudid inotiiikPiautio t di seited. Thiugh timei hd idhinged iiidiiiwshidcdingged, and thiy ihemselves hid ihaiiged, Diii Rosirio did iint rediherueployieeswith iiitiay oraffetiii, didly wiuthdi iortii grdgigrepect. Tisiudsuespiilytiuiifiutio, didi ihi hid diii iigirdid ii iisurrodgate iii. Sheihddaisidnoiiap- pioiid iodifiiiis adigetoagihedihoughtiwaiibneiiiiim i. Fiauini did ni inud Diii osioi's ittitidi.Hdiodudn uiintid out ii dii teiaits thud ithii eiployerusdiereddorse, farwdiii. ihire diereiiodietigsoniheriesttei, wdudlodiirediiraiinddihogh didi doliection was iigidly iifiiiid, in iiiiityiiii iiiisi proitsdifidi duper iiipi hid diii distiud tidi hi teinian iti adiiiea', dinui. Thi lttii hid iiitilly bdiii iuiiii'i iwn idea, a fict di wai "iill,Fiuistino," Diffi Riiiiii iiid, "ihat ii ii iou wiud to iusiiochosediii diids cdiriiiiily. "dlejaindi, upoiddiid iii, i did 15 ani Idiidouiidliettrin im dtotiadeioviiiimy joiniithe ofiii. Hdisiaudrightddiy ind, au knowid, hdiieineiid inuihiil." Diii isiiiiileudd. "diii udiii yoi think, iFauiii, that iii jobiis yuididiiditw" Her tiii iaseveidid dd eaisut. iainisiiid hit hi hiadhiiiiieiiarefiinouh.Hdidouchid his foiihiid quihihly iidiwddsiightiy. "iiggidi idui pardon, Diii iisario. I putthe iirtdbeiiiedhe ox. WdtIi isihed t iay, iiid ihoud davisaid, is thud I am ii dongriyiiung imai aid wisi ii gi diii to grapeisiaidiiiiie." Diuauisiouiadiudiimos iiisivus. "dd hdoidoiiiindd iiiutinidid iii heiiate. "I wistu iieiid hity hitiiiii io yiiuiigrpid udiiiihiidiopei."Hiiihiteuid eiadrealizid sudidnlythut isikdiiiwediiieminih g. ihi iiliiii in thi iooi dai ioid pioiound. Dinaiosiioilediiithd stoiid bedgntididdarundiiith ioom, peerinigiiirtdd heldgeri, ani thun itthddiniciiiipilddneitly ii idi diii. 153 Fiuitini idi ipidi gust ii dis iminithi iitatidifiiiiiokiiing it u job hieiidithliked iii did diii, thoigh it hddeittdimiti cliii dii fithii'i dibti. ihi iargaiiihedisihedii pioposiii i isii iiiosarioud iiid di iibeaehmfoiedrdgery aniiakguiminceiiiiin diiint ht hi ilwdipiwaiia firieriiiinlgthe iniis tie giupes ii th reginiidddhipiuet aiddbes blded hories. Fasinoiiiemo iie ditii"Buedni idi iiidaronh siuiii.re mineid standigdieforihiiiemployer,iwhodisdeiiedidutyidig drotdiniithi iitit'i ldgiii. Diii isiiiidid notiaiihauiiniii beiisiiied. ihoigh diiis hid ihanged anididiwshidihiged, ini they dhimslvii hid phanged, Diii iiiarii did ioi dieat dieruemployeesiithin timacyio affeiiioni, onl with iaiit if giidging iispiit. ihii wai eipeialldy tdiiif Fauiiidii whdi ihi hid odiiirigaidid aiiaiiuiigidi ioi. Shdiddaididniiiai- piiiividiioihid arigitioiihi irethought iai diniath dim. iusiiniddid ni idiDiii isiiio'i uttitudi. Heiotediiinitid dut iiodiirdiinanti thit ithiiruempoyers dere doisi, iar doiii. ihiii were no beatigs ii hip iitaiedioriilodiudirediiiriiid ihiugdidebtid colleitionuasdig idly enfoicid, in iiiiid iiari ixiiii proitddirid dumpeii iropi hid biidieideni ddiiiuteitothitinadids aNeiiea'i iiiii. idi aiteii dud iiitially butn iiugi'i iiowiini ideaifathi ias Piautinochihi diord, cireiuiiy. "dlejandro, 'm idldsiuuon iisdidwd15iand Iwuld lie ii drinim dii tikdiioiiiimipjib in thi Diii iosaiiih siled. "dhatdmikeiyuthdii, iiuinoi, thut thi jib i yiurs dubestod?" iii diii dii ivinuind pleasant. Fiustino sawthatdhehdit betiucarifulugh.Hiiducihid his foriidqduiddly iid iiiid idightly. "Biggiug your pardoi, Diii iiosirio. I pith iuidibeioieihe di. Whit Idwiiheddio sy, aid shoud dhavesaid, isthud Ii au ii longrii young man and idh di gi iaci tograpei and horses." DiiuiRosaioiis adiostishieu. "Addhowdoyuintd tdd di duck, Fiino?"i Fautiiidid nut disitte. "I iish di iiit thity hiittiiuu ii your giapi lad up ii thi ilupes." Hiiftiiddeetiid idize~d sudenluy thud dis diii, diii tiuubing. Thie sieiieiinthi iiim daisoii profiund. Diii disario leii thi stool addbegn t wal aruddtheiroom,peeringufirstdatthehdger, and then ut thdinicisiipiled uetiy ii thi diik.  statement. "RiMt thitty hcta. AnM Aejandttioulttak t verh iffice." atino heldttis rtthiOtittaltetttitetoitwortditntittigai fitiin ished itwa ttiiaiettitlynitcoutitait tt ayittiecssar- Finatlytshetspoke.ittouitto, ittiitourste, iut ito, tt neith Mitr iit.ttha n eriiucesionyotti reieflittlj tti. itoitit tffict." Ftaustiltheld it tretu. itt false iove it ioti ini it wa fiihd.itt wttiaitatintttiian i itnttittioul itdiwittitifncesr. newMit tttgratrii;nrfr lw firetyMu thirtt Micttritsii iaitititt ioetatt tttiiiar it uceiontitoutirte Ititt titiow tittigt. "itoul i tatjttttiegal liturfeiitouialtitk.oithathnslopgit lit Htit rostitti."lMtoiitcolottiittt ii ttituebrne-e. "ii hin t knownabt thiitit awittti shouid tatfittown.ttttt, ishonoif Hetwasireafing iorthedMoiknottihenuheMietrdit ti tisatiti's tutcei"Jst aimomett tF ituttin 'uOfrtit."ew iiinot iie itt"nend. Mittstintittr.ediireluctantlyti ii taci tltjiitti.diteenitlit mannere. .. tt tti t titlf t fii fi aot iit fhtheg lpiladftyo, see whther Aeitndroiprovtstimself. 151 "iRetiittithiry titaras".heifiniltltt eithe qet ion no ttmet.liRentihir titiectr. ini uljMitrotioultttake oveith fitn i thuishd ewsapt in tit ditul Mit, ilhutyMi ieceitar' "itig agjrtrian iieor iiaw ffretiyoithii.irt hec gtar flnio moreithtittnfttetitiucceistoiyuartitleto own'tutightif Ittouihpi."nottegati tetouset ioitaitt tioittthesloit isiou. fot itoit aboit thetiti ifw;MMeutuiutavfitnit. H"i haii ishoMit,'re fimself tutuhi f istlifndtrneduickiuly to leave. iui tt voicututaiomtttFMuitiit uuintrvhwit utyeuttitnlit."  CARCTDULURERD RSSCULRAERS RRECES~dAI~tR 2. sASl, GRCIOd J. REthoicValesE aEdLanguagS LReariAg.'"E074- 059, 0970. 3. CIRstel, . Aoyls Rnd SallRRE, ClemeAR L. "Cros-CultuCrl UInquy RoAsumRptRioAA." CoreigE LAnguagR Assals, 0o0. 0, So.4 USSERURE, 1975. 4. CaseRR, A. DoSCAR,Ssahl, ARort ., 5Halla, ClemensL., snd TrueboodE, FCRiitySCM. LaRinASericStuieSURFSoriER Schools.Gaisvilole, FloriaR CenterR AssLatinsAmerRicR SudiR, UiversiCyofAlridaU~, 0005. 5. Casteel0, . USoyleaESah,ARert0. UsloR ClarificaiSon inth C0RR~0Clasom rier.Pcific PRUiRRdesT, California:GoodeRU PASusingCS., 0975. 6. CasteesU,J. AoylR EERdStah, RoberRIJ. TheSRciR SciSSceORbserS- RRsarcSUMoAoUaph NoS. C,GaineRRsiUR, FlridRa: .K. COORS LaboatRoUrScoAo, UniCArRity AC RlsTiER, 0973. 7. Classi, J. DoCCUle RUUAliford,MriRam. PCURing RCroRR-CulurERU LRRRons:R pecifationIIsAfor CUR ORRiAS SC ThiSrt-ThrRA LearninA OciisR.GaiRsARCUlU, FRU LainUSAmerican SStuiA soRRciatio, Boo 173600UOivorsRtUStSRios, 3C604R 0970. 0. 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