Cultural Diffusion ( PDF file)


Objectives:

As a result of this lesson students will be able to:

  1. define and distinguish between cultural diffusion, assimilation and imperialism.
  2. label and identify on a world map the different products or ideas that have come to Nicaragua from other parts of the world due to diffusion, assimilation or imperialism.
  3. analyze case studies to identify the impact of cultural diffusion, assimilation and imperialism on Nicaragua.
  4. interpret the poem "To Roosevelt" and its view of American Imperialism.

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Materials:

  1. Student Handout: World Map
  2. Student Handout: Map Questionnaire
  3. Student Handout: To Roosevelt

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Activities:

  1. List the following terms and definitions on the chalkboard:

    a. Cultural Diffusion- The spreading of ideas from one culture to another.
    b. Assimilation-The incorporating of ideas into a culture and making them a part of that culture, often taking on new characteristics.
    c. Cultural Imperialism-Forcing ideas to be incorporated into a culture.

  2. Explain that these three words all deal with the way in which a culture attains ideas, whether by accident or choice (Cultural Diffusion), force (Cultural Imperialism), or by taking all these ideas and then melding them into your own culture so that they take on characteristics of what was there before (Assimilation).

  3. Assign students to work in pairs.

    a. Distribute the student handouts entitled World Map and Map Questionnaire to each student.
    b. Explain that this map is a visual aid showing different products and ideas that came to Nicaragua over time and where they came from.
    c. Explain that for each of the pictures/symbols on the maps, the students are to identify whether they think it came by diffusion or imperialism and to answer the questions that follow.

  4. After the pairs have completed the Map Questionnaire, review each item on the worksheet and ask the following questions to generate discussion:

    a. Who were the transmitters of this idea? Was it conquistadors, media, travelers, neighboring countries, immigration etc.?
    b. How does someone force an idea upon someone? What measures might they take?
    c. Do you think the natives of Nicaragua wanted any of these products or ideas originally? Would any be beneficial?
    d. How would you feel if someone forced you to believe something you didn't know? Eat something you didn't want to eat?

  5. Distribute the student handout entitled "To Roosevelt."

    a. Explain to the class that Theodore Roosevelt was president of the United States from 1901-1909 and that during this time period the United States was carving out a sphere-of-influence in Central America, which included the development of the Panama Canal.
    b. Ask for student volunteers to read the poem aloud.
    c. Following the reading, provoke discussion by asking the following questions:
        • What is the mood set by the author of this poem?
        • What is the author saying when he talks about the United States and "our America, Spanish America"? What is the difference?
        • What does the author say about the United States?
        • What does the author say about Spanish America? What are its characteristics?
        • What words does the author say that evokes nationalism and patriotism?
        • How do you think the author feels about President Roosevelt?
        • What would Roosevelt have to be able to do to manage to "manage to grab us in your iron claws"?
        • Is this poem pro- or anti-imperialism? Why?

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