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The secondary and college level guide outlines a course of study on the Middle East, with emphasis on water problems of the area. Among the course objectives are the following: (1) make generalizations about particular Middle Eastern cultures and support them with evidence; (2) interpret environmental and social data from specific Middle Eastern countries; (3) plan procedures for devising solutions to social problems such as sharing scarce water resources, diffusing educational opportunity, or resolving cross-cultural conflicts within Middle Eastern societies; and (4) forecast the directions in which Middle Eastern societies are most likely to move and have preferences regarding desirable social objectives in this area. Suggested teaching techniques include use of audio-visuals, questioning techniques, classroom discussions, field trips, and interviews. The major portion of the guide consists of case studies on the Universality of Water Problems and American Water Problems; Water Problems in the Middle East; The Nile River as a Source of Life for Egypt and the Sudan; and Reclaiming the Desert in Israel. A brief introduction to the topic, teaching strategies, and an annotated listing of audio-visual media are provided for each case study. Print sources of information on the Middle East, and education objectives of the course are also provided in the guide. (Author/RM) more...

The learning unit for grade levels 8, 9, or 10 is based upon viewing and discussing the film "Morocco: Chaoui Faces His Future." Among the learning objectives of the unit are the following: (1) to expand inquiry skills and the ability to formulate concepts, generalizations, and hypotheses; (2) to introduce the student to the interplay of forces of tradition and change in Morocco; (3) to help the student acquire knowledge about how Moroccan teen-agers serve as instruments of change, the historical forces which have helped shape Morocco, the people, and customs, the diversity of life styles, the geography, technology, economy, and the role of formal education in Morocco; (4) to help students generalize upon this information about Morocco to gain a broader understanding of North Africa, the Middle East, and the Third World. Teaching techniques used include analysis of a film, questioning techniques, and classroom discussion. This unit includes a list of learning objectives, basic information on Morocco, a general analysis of the film, instructions for using it and a series of questions with which to facilitate discussion. A bibliography of references on Morocco is also provided. (Author/RM) more...

The guide outlines a two to six week course of study on Armenian history and culture for secondary level students. The unit will help students develop an understanding of the following: culture of the American citizens of Armenian origin; key events and major trends in Armenian history; Armenian architecture, folklore, literature and music as vehicles of culture; and characteristics of Armenian educational, political and religious institutions. Teaching strategies suggested include the use of print and non-print materials, questioning techniques, classroom discussion, art activities, field trips, and classroom visits by Armenian-Americans. The guide consists of the following seven units: (1) The Armenians in North America; (2) Sketches of Armenian History; (3) Armenian Mythology; (4) Voices of Fiction and Poetry; (5) Armenian Christianity; (6) Armenian Fine Arts; and (7) Armenian Political Aims. Instructional and resource materials, background sources, teaching strategies, and questions to stimulate classroom discussion are provided for each unit. (Author/RM) more...