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Nstructional Unit for Seventh Grade Language Arts *Cultural DOCUMENT RESUME ED 188 999 SO 012 694 AUTHOR Wilcox, Elizabeth Anne TITLE A Curriculum Unit on .Africa for the Seventh Grade. An /nstructional Unit for Seventh Grade Language Arts and Eighth Grade Remedial rnglish. INSTITUTION /11inois Univ., Urbana. African Studies Program. SPONS AGENCY National Endowment for the .Humanities (NFAH), Washington, D.C. -PUB DATE Jul 79 NOTE 26p.; For related documents, see SO 012 684-703. EDPS PPICE MF01/PCO2 Plus Postage. DESCEIPTOPS *African Culture: African Literature; Art Education: *Cultural Awareness; Educational Objectives; English Curriculum; Grade 7; Grade 8; Interdisciplinary Approach; Junior High Schools; Learning Activities; Lesson flans: Music Education; Secondary Educatior; Social Studies; Teacher Developed Materials; Teaching Guides; Tribes; Units of Study IDENTIFIERS *Africa; *Qhara ABSTRACT The document presents a unit on Africa and Ghana for seventh grade language artt and eighth qrade remedial English classes. It is one of a number of interdisciplinary products, developed by a summer workshOp for teachers on African curriculum . development. The objectives are to help rid students of stereotypes and to make them aware of the diversity of cultureon the continent of Africa. An introduction states five educational objectives and six skills relating to African history and geography, literature, music, art, and food. The document presents seven lessonson topics relating to Africa and Ghana such as student perceptions, Akan names, religion, folktales, poetry, music and dance, tie dying, Ashanti gold work, games, and food crops. Each lesson states concept and skills objectives, suggests teacher implementation strategies and student activities, and notes time allotment and needed materials. Learning activities include reading, discussing, story telling, dramatizing, film and slide viewing, playing instruments, researching, playing games, and preparing food. Bibliographies list references for the teacher and for the student and audiovisual materials used ir the unit (films, filmstrips, videotapes, cassette tapes, slide sets,and handouts). (CK) *********************************************************************** * Reproductions supplied by EDPS are the best thatcan be made * * from the original document. * "PERMISSION TO REPRODUCE THIS U.S. DEPARTMENT OFHEALTH, EDUCATION a WELFAR E MATERIAL HAS BEFN GRANTED BY NATIONAL INSTITUTE OF EDUCAT(ON LI 11-00#4,_ THIS DOCUMENTHAS SEEN REPPO- DUCED EXACTLY ASRECEIVED FROM THE PERSON ORORGANIZATION ORIGIN- ATING IT POINTS OFVIEW OR OPINIONS STATED DO NOTNECESSARILY REPRE- INSTITUTE OF SENT OFFICIAL NATIONAL TO THE EDUCATIONAL RESOURCES EDUCATION POSITIONOR POLICY INFORMATION CENTER (ERIC)." "A CURRICULUM UNIT ON AFRICA FOR THE SEVENTH GRADE" An Instructional Unit for Seventh Grade Language Arts and Eighth Grade Remedial English by Elizabeth Anne Wilcox Grant Middle School Springfield, Illinois This teaching unit on Africa was developedas part of an inter- disciplinary workshop project in Africancurriculum development held on the University Illinois' Urbana-Champaigncampus in the summer of 1979. The workshop project, vhich was funded by the National Endowmentfor the Humanities, was carried out from 1977-80 andwas integrated into an on-going programrof outreach services offered to teachers nationwide. For further information on teaching aids available throughoutreach services, contact: Outreach Director African Studies Program 12t#3 West CalifOrnia,#101 \D Urbana, Illinois 61801 (N.1 AFRICA'S PLEA I am not yotr-- but you will not give me a chance, will not let ra be me. "If I were you"- - but you know I am not you, yet you will not let me be me. You meddle, interfere in my affairs as if they were yours and you were me. You are unfair, umwise, foolish to think that I can be.you, talk, act and think like you. God made ue me. He made you you. For God's sake Let me be me. Roland ToMbekai Dempster / Liberia ii INTRODUCTION This curriculum unit was designed to help rid the students of stereotypes to make them aware of the diversity of culture on the continent of Africa. These lesson plans will be used in the language arts classroom of a seventh grade as well as with two eighth grade remedial English classes in a middle school. OBJECTIVES: 1. The student will identify andexamine his perceptions of Africaon a pre-test at the beginning of the unitas well .as on a.post -test at the conclusion. 2. To provide students witha thorough understanding of Africa in general and Ghana in particular. 3. To study African art, music, anddance in order that studentsmay become aware as well as appreciative of their culturalachievements. 4. To read several kinds of literatureincluding animal tales, proverbs, pbstry, drama, myths and epics, 5. By studying another culture students will better understand their own culture and their feelings and attitudes toward it. r, SKILLS: 1. The student will study the history andgeography of Africa asa continent and Ghana as a nation. The student will be responsible for accumulatingdata from various sources such as the city library,the school library, or classroom material on the country of Ghana. These will be compiled ina notebook or folder. By frequent'review of the information,the student will becomeaware of changes in his opinion of Africa. 2. The student will study the historyof Ghana as presented by oral tradition. 3. Mesical instruments and basic rhythms willbe demonstrated to help the student become aware of the influence of music'inthe daily lives of Ghanaians. 4. The student will he taughtto tie-die and/or adinkra cloth and will make a usable article. 5. The student will learn severalgames including Oware. 6. The student will becomeyware of the food crops which are.availableor grown in Ghana. After some comparison of recipes,a simple meal will be prepared in the classroom using these foods, 2 Lesson I Date Grade A. OBJECTIVES - The student will identify and examinehis perceptions of Africa and Ghana. Concept to be taught in this day's lesson 1. Africa id the second largest continent. 2. Approximately 55 countries are on the continent. 3. To understand that Africa has a variety of land, vegetations, climate and people. Basic skills 1. 2. B. IMPLEMENTATION 1. Contemporary African music will be playing on the record player as the children enter the room. 2. Without much introduction, the word association test will be.given orally. The papers will be collected before they are discussed. After the unit is completed, the same tests will be administered again. Give each word to the class and ask them to write the first word that comes into their mind and not try to find a "right" answer or one they think will satisfy the teacher. The words are: Africa, communication, game, animal, weather, color, land, house, country, people, transportation, work, recreation, clothing, resources, leaders. 3. The class will be advised that a unit on Africa with an emphasison Ghana will occupy the next several weeks.Each student will keep a . folder of all exercises and activities in which he/sheengages during this alloted period. 4. Show slides of "Urban Africa" (19 slides), available free of charge from the African Studies Program, University of Illinois, 1208 West California, Urbana, IL 61801. C. ACTIVITIES FOR STUDENTS Write a paragraph about what it would he like to be a 13 year-old inone of the towns shown in the slides. Put the story in the folder. 3 SECOND DAY Implementation: 1. Have a discussion: a. What is a "native?"Ate you a native? If so, of what? why do we call people natives?Exactly what do wemean by it? Is it a kind of unkind term? Why? b. Do you know anyone who lives inAfrica? e.g. Pygmies, Bushmen, Watusi, Ashanti, Zulu, Hausa. What are these really-like? c. How.do you describea jungle? Is it -the same as a forest? Would you expect to see a jungle in Africa? How much of the continent is jungle? What is a tropical rain forest? d. Using the overhead projector,show transparencies with overlays which show the generalized rainfalland vegetation zonesas well as the areas which raise cropa/cattle. See if the studentscan conclude that rain- fall determines the types ofagriculture which can be used in these areas. 2. Using a transparency of Africashow the'location of Ghanaon the continent. 3. Give a brief summary of ancientGhana. The western Sudan consists ofgrass- lands or savannas on the southernedge of the Sahara Desert. As early as 400 B.C. (2,500years ago) North Africans traveled across the desertto exchange salt and cloth for Sudanesegold and ivory. By the 7th century trade really flourished. After the Moslem conquest of North Africain the 7th century Berber and Arab tradersspread Islam as well.as engaged incommerce. Trading cities were established whichexpanded into empires.The first of these was Ghana whichwas in existence by 400 A.D. By 1067 Ghana had developed iron workto the point where it could make spears and farming tools. Ghana had excellent organization. There was a king who had subordinate kingsor governors who ruled thoughout the empire. They paid money to the king for whichthey received protection and the right to rule their localareas. There was a system of taxation.The king received duty from everything that enteredor left his empire. Ghana had strong and wise leadership. The king made all of the important decisions himself. He held court and judged cases. At the same tine he was diplomatic. He allowed Moslem traders who settlednear the town in which the king iived to practice the Islamic religionwhile ehe king of Ghana and most of his people followed theirown traditional African religion. The Ghana empire eventually fell to other West Africanpeople and became incorporated into the Mali empire. Let us see, then, how we happen to havea country named "Ghana" in West Africa today. By the end of the 1800s France and Great Britainoccupied most of West Africa as colonizing powers. One,of Great Britain's colonies was called the Gold Coast, so-named because gold has beenmined there from as long ago as the time of the empire of Ghana.
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