Introducing Africa in the Classroom. An Instructional Unit for Seventh Grade Social Studies. Part I. [And] Part II.

Autor/in	McKenzie, Karen S.
Institution	Illinois Univ., Urbana. African Studies Program.
Titel	Introducing Africa in the Classroom. An Instructional Unit for Seventh Grade Social Studies. Part I. [And] Part II.
Quelle	(1979), (80 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; African Culture; African Literature; Area Studies; Cross Cultural Studies; Cultural Awareness; Educational Objectives; Folk Culture; Grade 7; Lesson Plans; Music Education; Problem Solving; Secondary Education; Social Studies; Story Telling; Teacher Developed Materials; Teaching Guides; Tribes + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Africa; Culture; Afrika; Kultur; Landeskunde; Cultural comparison; Kulturvergleich; Cultural identity; Kulturelle Identität; Educational objective; Bildungsziel; Erziehungsziel; School year 07; 7. Schuljahr; Schuljahr 07; Lesson planning; Unterrichtsplanung; Musikerziehung; Problemlösen; Sekundarbereich; Gemeinschaftskunde; Lehrerhandbuch; Tribal society; Stammesgesellschaft
Abstract	The document presents a seventh grade social studies unit on Africa. The unit is one of a number of products developed by a summer workshop for teachers on African curriculum development. The objective is to help students understand the concept of culture, how cultures develop, and how and why cultures change. The document is divided into two parts. Part One focuses on students' knowledge and misinformation about Africa, as well as the environment of the continent, a prediction of problems caused by the environment, and an attempt to formulate hypotheses for student inquiry into African culture. Sixteen learning activities include two pretests, class discussion, and mapwork, as well as exercises in knowledge identification, classification, data gathering, speculation, and generalization. All activities emphasize problem prediction and hypotheses formulation about the development of African cultures. Concluding sections list student and teacher resources and offer student handouts. Part II offers activities focusing on African art, music, and oral literature as integrated expressions of the culture. These are intended to supplement the activities of Part I and should be coordinated with them. Stories and proverbs from several tribes are told and discussed, including dilemma tales, singing tales, and tales of gods and heroes. Activities include identifying values, playing games, creative writing, problem solving, reading novels, film viewing, having a story telling contest, and dramatizing. They all emphasize African cultural aspects and values. Teaching strategies and student and teacher resources are suggested throughout. A bibliography concludes the document. (CK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC