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Teaching About Africa South of the Sahara; a Guide and Resource Packet for Ninth Grade Social Studies

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Teaching About Africa South of the Sahara; a Guide and Resource Packet for Ninth Grade Social Studies DOCUMENT RESUME ED 042 667 SO 000 190 AUTHOR Coburn, Barbara; And Others TITLE Teaching About Africa South of the Sahara; A Guide and Resource Packet for Ninth Grade Social Studies. INSTITUTION State Univ. of New York, Albany. SPONS AGENCY New York State Education Dept., Albany. Bureau of Secondary Curriculum Development. PUB DATE 70 NOTE 285p. EDRS PRICE EDRS Price MF-$1.25 HC-$14.35 DESCRIPTORS African Culture, *African History, Case Studies, Concept Teaching, *Grade 9, *Inductive Methods, Inquiry Training, Instructional Materials, Multimedia Instruction, *Resource Materials, Secondary Grades, Social Change, Social Studies Units, *Teaching Guides, Urbanization ABSTRACT This guide provides a sampling of reference materials which are pertinent for two ninth grade units: Africa South of the Sahara: Land and People, and Africa South of the Sahara: Historic Trends. The effect of urbanization upon traditional tribalistic cultures is the focus. A case study is used to encourage an inductive approach to the learning process. It is based upon the first hand accounts of Jomo Kenyatta and Mugo Gatheru as they grew up within the traditions of their ethnic group --the Kikuyu of Kenya. Materials using the "mystery story" approach are included for an analysis of the iron age culture at Zimbabwe. The case study package purposely does not go into detail on such steps as the identification of theme and the determination of procedures to encourage individualization. The latter part of the guide is arranged as a reference section by subtopic or understanding including questions suggesting the direction of inquiry, and pertinent reading selections, diagrams, maps and drawings. Finally, an annotated bibliography lists materials that are currently in print or available through regional libraries. Other media available from commercial suppliers are suggested throughout the guide. (SBE) +=A.' ,,V,+)tee CPI eni.41 6r 015'1CgtdC)- L99Zir003 ^V+4.34..9134}71.0.,`)2, ^' 4) CNJ The University of the State of New York/The State Education Department Bureau of Secondary Curriculum Development/Albany, 1970 CD U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THEPERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS STATED DO NOTNECES- SARILY REPRESENT OFFICIAL OFFICE OF EDU- CATION POSITION OR POLICY. P TEACHING ABOUT AFRICA SOUTH OF THE SAHARA t. A Guide For Ninth Grade Social Studies THE UNIVERSITY OF THE STATE OF NEW YORK Resents of the University (with years when terms expire) 1984 Joseph W. McGovern, A.B., LL.B., L.H.D., LL.D., D.C.L., Chancellor New York 1970 Everett J. Penny, B.C.S., D.C.S., Vice Chancellor White Plains 1978 Alexander J. Allan, Jr., LL.D., Litt.D. Troy 1973 Charles W. Millard, Jr., A.B., LL.D., L.H.D. Buffalo 1972 Carl H. Pforzheimer, Jr., A.B., M.B.A., D.C.S., H.H.D. - Purchase 1975 Edward M. M. Warburg, B.S., L.H.D. New York 1977 Joseph T. King, LL.B. Queens 1974 Joseph C. Indelicato, M.D. Brooklyn 1976 Mrs. Helen B. Power, A.B., Litt.D., L.H.D. Rochester 1979 Francis W. McGinley, B.S., LL.B., LL.D. Glens Falls 1980 Max J. Rubin, LL.B., L.H.D. *Iew York 1971 Kenneth B. Clark, A.B., M.S., Ph.D., Litt.D. Hastings on Hudson 1982 Stephen K. Bailey, A.B., B.A., M.A., Ph.D., LL.D. - - - Syracuse 1983 Harold E. Newcomb, B.A. Owego 1981 Theodore M. Black, A.B. Sands Point President of the University and Commissioner of Education Ewald B. Nyquist Deputy Commissioner of Education Herbert F. Johnson Associate Commissioner for Instructional Services Philip B. Langworthy Assistant Commissioner for Instructional Services (General Education) Bernard F. Haake Director, Curriculum Development Center William E. Young Chief, Bureau of Secondary Curriculum Development Gordon E. Van Hooft Director, Division of General Education Ted T. Grenda FOREWORD Teaching About Africa South of the Sahara is intended to help the teacher of social studies 9 in implementing topics 2 and 3 of that syllabus. This purpose has determined both the organization of the guide itself and the selection of materials to include in the guide. In addition, an effort has been made to provide more material than necessary to teach these topics. This device makes it possible to provide for different types of learning experiences within the same class, as well as to suggest a variety of approaches in reachingthe same understandings. Initial preparation of this publication was begun during the summer of 1967 by the Center for International Programs and Services of this De- partment, a project administered by the College Center of the FingerLakes. Leon E. Clark, Director of the Educational Materials Project, coordinatedthe work of a writing team consisting of: Susan Hall, formerly Assistant to the Director, Center for Education in Africa, Columbia University, now on the staff of the African-American Institute Douglas McQpillon, teacher, New York School of Printing, New York City Board of Education Ronald Rehner, teacher, Thomas A. Edison High School, Elmira Heights d Arnold Reifer, teacher, Springfield Garden High School, New York City Board of Education Lucille Rhodes, teacher, College Center of the Finger Lakes However, the major part of this Guide was the work of two teachers of social studies 9. Mrs. Barbara Coburn, Bay Trail Junior High School, Penfield, selected the entries for the case study as well as supportive materials for many of the understandings. Ronald Rehner, Thomas A. Edison High School, Elmira Heights, also contributed important selections to the case study and provided the masters for transparenciesused in this guide. Many of these illustrations,including both drawings and text for the Zimbabwe unit, were the result of his own research and his experience as a teacher in Tanzania, under the Columbia University project Teachers for East Africa. Helen Post, librarian at Bay Trail Junior High School worked with Mrs. Coburn on the bibliography. Critical review of the manuscript was provided by Mrs. Marion E. Hughes, Associate, Center for International Pro- grams and Services; James Bukhala, Kenya and GilbertIlboudou, Upper Volta, both visiting scholars serving as Fulbright Foreign Area consultants; and Carol Boss and Mrs. Betty Larson of the Division of Intercultural Relations in Education. Dean Claude E. Welch, Dean of University College and Associ- ate Professor of Political Science, SUNY at Buffalo; Chairman,SUNY Faculty iii marsvor.A.m.rs.avaaadaystazargataill Senate Subcommittee on African Studies served as consulting scholar for the manuscript. Mildred F. McChesney, Chief, recently retired, Bureau of Social Studies Education, served as adviser throughout the preparation of the publication, assisted by John Dority, Jacob Hotchkiss, and Mrs. Helena Whitaker, Associates in Social Studies Education. Janet M. Gilbert, Bureau of Secondary Curriculum Development, had general charge of the project and prepared the manuscript for printing. Gordon E. Van Hooft Chief, Bureau of Secondary Curriculum Development William E. Young Director, Curriculum Development Center iv CONTENTS Page Foreword iii Message To Teachers vi How To Use This Guide viii The FocusAfrica Today 1 . Patterns of Change: Rural to Urban Setting 7 . Women and the Family 9 . The Working Man 10 Case Study: The Kikuyu 12 . The Kikuyu of Kenya 13 . Transparencies and Related Questions 18 . Kikuyu Life and Customs 27 . Confrontation with the European O 40 . Mau Mau 46 Understandings and Related Reference Material. 58 . Geographic Understandings.. 59 - Ancient Accounts of African Geography 61 - Scientific Explanations of African Geography 66 - The Use of Land 74 . Understandings Concerning Cultural Diversity 78 - Tribalism and Ethnic Groupings 78 - Religious Diversity 83 - Creative Expression 91 . Understandings Concerning Early History 107 - A Case Study of the Stone Ruins of Zimbabwe 107 -Miscellaneous Accounts of Early Travelers 131 . Understandings Concerning Colonialism 141 - Colonialism and the Slave Trade 141 - Nineteenth Century Colonialism 146 - South Africa 149 . Understandings Concerning Nationalism 154 -The Pan African Movement .. 154 -African Citizenship: Documentary Definitions 159 -Changing Africa 166 Bibliography 172 w MESSAGE TO TEACHERS This guide provides a sampling of reference materials which are pertinent to the understandings in Grade 9, Topic 2, Africa South of the Sahara: Land and People, and Topic 3, Africa South of the Sahara: Historic Trends. They have been selected as materials of interest to and within the comprehension of ninth graders. Many comparable selections are available in various commercial publications. In addition there may be in any community collections of artifacts, contemporary news accounts, African publications, and pictures in the possession of former Peace Corps members or others with overseas African experience. Such collections may provide meaningful material for the students in that community, and should be utilized instead of or in addition to references and sources in this guide. Reference Materials Included in This Guide Life in a rapidly changing culture is better understood if the student can identify with a person living through such a change. For this reason, the case study based upon the first hand accounts of Jomo Kenyatta and Mugo Gatheru,as they grow up within the traditions of the ethnic group,is helpful. These materials, however, must be viewed within their limitations as well as their strengths. Was the man whose experiences are recounted typical of all young Africans in the changing world of the 20th century? In fact, can any one person be considered "typical," in dealing with the variety of cultures that together make up Africa South of the Sahara? This warning particularly applies to attempts to drawgeneralizations for all African tribesmen from an indepth look at theKikuyu. Examination of the statements made by various interested parties in the case of the Mau Mau uprisings provides an exercise in the detection of bias. The same material adds a facet of relevance to this guide, in view of the turbulence within our own society today.
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