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68 Pages·2007·3.04 MB·English

RRSUMIS
DOCOPIRNT
TE 499 918
24
ED 032 324
Program of Study for Secondary
An Experimental
Rationale and Introduction:
Africa South of the Sahz.ra,
Students. Teaching Guide.
School Social Stud es
Africa.
Pittsburgh, Pa. Project
Carnegie-Me nom Univ.,
of Research.
Washington, D.C. Bureau
Education (DHEW),
Spons Agency-Office of
Bureau No-BR -7-0724
Pub Date 69
-2970
Contract -MC -3 -7-070724
Note-67p.
HC -$3.45
Inductive
EDRS Price MF -$0.50
*Curriculum Development.
Cultural Background,
Culture, Audiovisual Aids,
Teaching
Descriptors -*African
Socioeconomic Influences,
Social Studies Units.
Materials, *Social Studies.
Methods, *Instructional
World History
Methods, World Geography.
Africa
Identifiers -*Africa, Project
the
Africa's instructional program.
for Project
of a rationale
The articulation
at the
secondary
inquiry-oriented instruction
for improving
collection of materials
teaching and study
preparation of
Sahara. and the
Africa south of the
level about
continent.
rather than the whole
geographic region.
completed. This
guides have been
African region, the
study of a vnique
for an in-depth
to allow
was chosen
The
African continent'
understanding of the
which "is vital to any
understanding of
identify the
teaching the student to
materials was based on
development of learning
apply
conclusions. and to
hypothesis. to draw
and test a
for inquiry, to build
purpose
of study:
divided into three areas
data. The curriculum was
those conclusions to new
social and economic
the Sahara. the
Africans south of
background of
the cultural
and
of modern ideas
and the impact
affected them in the past.
forces which have
Africa south
for the study of
(The initiatory unit
African way of life.
technology on the
and TE 499
692, ED 023 693.
030 010. ED 023
included.) See ED
of the Sahara is
(MP)
Africa materials.
additional Project
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A TEACHING GUIDE
INTRODUCTION
Program Of Study
For
An Experimental
Studies Students
Secondary School Social
WELFARE
HEALTH, EDUCATION &
U.S. DEPARTMENT OF
OFFICE Of EDUCATION
FROM THE
EXACTLY AS RECEIVED
BEEN REPRODUCED
THIS DOCUMENT HAS
OPINIONS
POINTS OF VIEW OR
ORIGINATING IT.
PERSON OR ORGANIZATION
EDUCATION
OFFICIAL OFFICE Of
NECESSARILY REPRESENT
STATED DO NOT
POSITION OR POLICY.
AFRICA SOUTH OF THE SAHARA
For
An Experimental Program of Study
Secondary School Social Studies Students
RATIONALE AND INTRODUCTION
PROJECT AFRICA
Carnegie-Mellon University
Pittsburgh, Pennsylvania
1969
I1
CONTENTS
Introduction
Program Rationale
An Experimental Framework for
the Study of Africa South
of the Sahara in American
Secondary Schools
1
An Inquiry Strategy for
Teaching about Africa
South of the Sahara
18
Introduction to Africa South of the Sahara
Introduction
39
Activity 1
41
Activity 2
47
Activity 3
49
Activity 4
51
1
INTRODUCTION
This instructional program has been developed by the staff and consul-
tants of Project Africa, a social studies curriculum development project
commissioned by the United States Office of Education.
This project was
It was moved to Pittsburgh's
originally located at The Ohio State University.
Carnegie-Mellon University in September 1968.
It is a 40 month project
Protect Africa was created on March 1, 1967.
designed specifically to develop inquiry-oriented instructional materials
and guides for use in improving learning about Africa south of the Sahara
The instructional materials contained
in grades 7-12 of American schools.
herein are the first of a number of such materials intended for use in
teaching about Africa south of the Sahara in 7-10th grade world geography,
(Materials will be developed
world history or world cultures courses.
They represent the results of exten-
later for a senior elective course.)
sive research by teams of experienced teachers, Africanists and education
specialists during the summer and fall of 1967 and of limited classroom
tryouts during the spring of 1968.
Following natinn-ide school evaluations of these materials during the
spring of 1969, the results of this research and experimentation, including
all materials and guides, will be submitted to the U.S. Office of Education
They will then be available to all
for placement in the public domain.
By examining and adapting them to their can situa-
interested educators.
tions local schools will thus be able to include a vital, up-to-date,
stimulating study of Africa south of the Sahara, its peoples and their
culture as an integral part of their secondary school social studies
curricula.
The materials included here are based on research conducted by:
Herbert S. Lewis
Joseph Cirrincione
University of Wisconsin
The Ohio State University
David Meyer
Richard Ford
Belvidere (Illinois) Public Schools
Clark University
E. Paul Morehouse, Jr.
Sven Hammar
Akron (Ohio) Public Schools
Carnegie-Mellon University
James W. King
Leslie Niel, Jr.
University of Utah
Tucoon'(Arizona) Public Schools
Mary Agnes Lentz
Albert Ogren
Cleveland (Ohio) Public Schools
Edina (Minnesota) Public Schools
Burton Witthuhn
The Ohio State University
ii
Barry K. Beyer, E. Perry Hicks .and Sven E. Hammer designed the teaching
strategies and instructional units and edited and prepared these materials
for classroom tryout.
The following Africanists provided valuable consul-
tant assistance:
Dr. Fred G. Burke
Dr. Vernon McKay, Director
Center for International Affairs
Program of African Studies
State University of New York
School of Advanced International
at Buffalo
Studies
The Johns Hopkins University
Dr. Graham W. Irwin
Dr. Alan P. Merriam
Professor of African History
Professor of Anthropology
Columbia University
Chairman, Department of Anthropology
Indiana University
Dr. Andrew Kamatck
Dr. Roy Sieber, Chairman
Director, Economics Department
Department of Fine Arts
International Bank for
Indiana University
Reconstruction & Development
Washington, D.C.
Dr. Anthony Kirk-Greene
Dr. James Vaughan, Jr.
Professor of Anthropology
Associate Professor of Anthropology
St. Antony's College, Oxford
Indiana University
Dr. Hibberd Kline
Dr. Burton Witthuhn
Professor of Geography
Assistant Professor of Geography
University of Pittsburgh
The Ohio State University
The graphics for these materials were done at the Telecommunications
Center of The Ohio State University by Terry Campbell, Dick Cotterman and
Tom Crane.
Rita Pastorelli typed, duplicated and assembled all of these
teacher and student materials.
Photographic, audio and written materials included are being used
with the special permission of:
David Allyn
Folkways-Scholastic Records
University of California
New York, New York,
S. Earl Braun
Robert Griswold
The Ohio State University
State University of New York
Michael Fuller
Richard Ford
State University of Ioua
Clark University
111
Peabody Museum
David Hamilton
Harvard University
Surrey, England
Heinrich Harrer
Ronald Rehner
Elmira Heights, New York
Kitzbuhel, Austria
Keuffel and Esser Company
Leni Riefenstahl
Hoboken, New Jersey
Munich, Germany
Edward S. Ross
James W. King
University of Utah
California Academy of Science
Anthony Kirk-Greene
Edward H. Schiller
St. Antony's College Nassau Community College
Oxford, England
Herbert S. Lewis
Gilbert Schneider
University of Wisconsin
Ohio University
Lorna Marshall
Carl Schiyeinfurth
Bethany College, West Virginia
Cambridge, Massachusetts
Text-Film Division
Stanley Washburn
McGraw-Hill Book Company
Berkley, California
New York, New York
A. J. Nystrom Company
Joey Windham
Glenville State College
Chicago, Illinois
Burton Witthuhn
Klaus Paysan
Bad Godesberg, Germany
The Ohio State University
of Project
These materials represent the results of the initial phase
They are
They are entirely experimental in nature and intent.
Africa.
and are subject
only approximations of finished instructional materials
It is the purpose of the classroom
to extensive revision and refinement.
and
tryouts--for which these have been prepared--to provide the experience
for use
information needed to develop effective and worthwhile materials
grade social studies
in teaching about Africa south of the Sahara in 7-12th
programs.
Dr. Barry K. Beyer
Director
Dr.. P. Perry Hicks
Associate Director
January 1969
t
I
I
NO TE
It must be remembered that the
purpose of Project Africa is to design
and evaluate inquiry-oriented
materials for improving instruction about
Africa south of the Sahara
at the secondary level.
A draft of these
materials follows.
It is obviously a tentative draft.
There are un-
doubtedly some
errors in substance and many arbitrary forms and
proce-
dures.
If you note
errors of fact, they should be corrected immediately.
However, the entire purpose of these classroom
tryouts is to determine
the workability of
a wide-variety of procedures and materials.
IT IS THUS
IMPORTANT THAT THE LEARNING MATERIALS
AND EXPERIENCES HEREIN BE USED AND
CARRIED OUT EXACTLY AS DETAILED IN
THIS TEACHING GUIDE.
This will be the
only way to determine what works
and what doesn't, That needs
to be changed,
omitted or added to, and what
alternatives ought to be considered.
Of course, criticism,
comments and suggestions are vital.
Both teachers
and students will be asked to evaluate
these learning experiences and materi-
als.
A separate packet of evaluative devices
will be provided each evaluator
for this.
But, this guide, too, should be used
as an additional evaluative
device.
You should mark it
up freely.
Note in it at every opportunity and
wherever appropriate:
Mat should have been done.
1.
What failed.
2.
What the students responses
3.
were to each key question.
4.
What other questions should have been asked.
How much time each activity took.
5.
The changes needed in the objectives.
6.
....and so on.
7.
HOWEVER, THESE SHOULD BE DONE ONLY AFTER THE ACTIVITY
OR UNIT HAS BEEN TAUGHT
AS DIRECTED IN THE GUIDE.
Errors in student materials should be noted in
those included in this guide and communicated
immediately to the students.
In addition, it should be pointed out again that:
Each Topic is composed of
a number of units--an introduction,
1.
several special unite and a conclusion.
Each unit is composed
of activities--each activity is designed
as a one day (40 min-
ute) learning experience.
All materials--student and teacher, alike--are
2.
to be returned
to the project as soon as the classroom trials have been
completed.
This is very important since most of
our permis-
sions to use copyrighted materials stipulate their
use only
for this limited experimental effort.
They may not be copied
or othercyise distributed or retained for
any other purpose or
use.
This copy of the Teaching Guide should be used
3.
to note all
suggestions, corrections and errors.
IT MUST BE RETURNED
TO THE PROJECT AT THE CONCLUSION OF TUE CLASSROOM
TRYOUT.
It will provide important data for analysis.
PROGRAM RATIONALE
PROJECT AFRICA
CARNEGIE -MELLON UNIVERSITY
1969
'RS
AN EXPERIMENTAL FRAMEWORK
FOR THE STUDY OF
SECONDARY SCHOOLS
AFRICA SOUTH OF THE SAHARA IN AMERICAN
worthwhile formal
Practical and effective materials for use in any
learn
They must be directly
learning experience cannot be developed in a vacuum.
situations in which they are
related to the realities of the instructional
being fitted into the curri-
They must be part of or capable of
to be used.
is carried on.
cuiar framework in which this instruction
included here could be designed,
Before the instructional materials
Extensive research failed to
had to be identified.
a suitable framework
adequately reflected the realities
locate any programatic structure that
of effective learning About
of nation-wide instruction or the requisites
Consewuently, such a framework had go be
Africa south of the Sahara.
A brief
Project-Africa.
This was the first task undertaken by
created.
underlying this framework
discussion of the assumptions and guidelines
follows.
Assumptions Basic to the Development
of this Framework
development of this framework and
A number of assumptions underly the
the materials designed to implement it.
level,
for purposes of study at the secondary
First, it is assumed that,
designated as Africa south of the
there does exist a region that can be
convenience rather than a
This is, of course, a designation of
Sahara.
Certainly it is true that
delimitation.
precise geographical or cultural
It is true that the
land mass.
Africa does exist as a single, continental
and those south of the Sahara have a
peoples and lands north of the Sahara
going back at least five millenia
history of economic and cultural contact