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Student Study Guides. the Student Text Contains Specific Background Information on the Historyof Africa and Recommended Reading Selections

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DOCUMENT 1411SUMS ED 032 326 24 TE 499 920 History of Africa, Topic 2. Africa, South of theSahara: An Experimental Program of Study for Secondary School Social Studies Students. Teaching and StudentGuides. Carnegie -Mellom Univ., Pittsburgh, Pa. Project Africa. Spons Agency-Office of Education (DHEW), Washington.D.C. Bureau of Research. Bureau No-BR -7.0724 Pub Date 69 Contract IOEC -3 -7 -070724 -2970 Note -249p. Available from-ERIC Clearinghouse on the Teaching ofEnglish. 548 So. Sixth St., Champaign, III. 61820 (on loan only) EDRS Price MF -$1.00 HC Not Available from EDRS. Descriptors -*African Culture. *African History. Area Studies.Community Characteristics. Cultural Factors, Cultural Traits, Environmental Influences. Ethnic Croups. HistoryInstruction. Secondary Education, *Social Studies Units. *Socioeconomic Influences. Study Guides.*Teaching Guides, Teaching Methods Identifiers -*Africa. Project Africa An historical perspective on the social. political,and economic events of the past which were instrumental in shaping modernAfrica is presented in this curriculum program. Contained inthe teaching guide and student text are units on(1) prehistoric Africa and the mystery of the Zimbabwekingdom. (2) pre-twentieth century black African kingdoms. (3) the slave trade and itseffect on African development. (4) the. impact of European colonialism onthe African peoples. and (5) the growthof African nationalism and African independence.The teacher's guide contains detailed lesson plans. suggestions for classroom procedure.lists of instructional aids and guidesfor using them. maps. glossaries, andstudent study guides. The student text contains specific background information on the historyof Africa and recommended reading selections. (Not available in hard copy due tomarginal legibility of original document.] (MP) ao, EJECT AFRIC/k, r4e P#11# r\I ..-41111 De.ISra JIP"' Pr' F Aar 4.! TEACHING GUIDE L OPIC II An Experimental Program Of Study For Secondary School Social Studies Students U.S. DEPARTMENT OF HEALTH,EDUCATION & WELFARE OFFICE OF EDUCATION EXACTLY AS RECEIVED FROMTHE THIS DOCUMENT HASBEEN REPRODUCED POINTS OF VIEW OROPINIONS PERSON OR ORGANIZATIONORIGINATING IT. OFFICIAL OFFICE OFEDUCATION STATED DO NOTNECESSARILY REPRESENT POSITION OR POLICY. AFRICA SOUTH OFTHE SAHARA For An ExperimentalProgram of Study Secondary SchoolSocial StudiesStudents TOPIC II HISTORY OF AFRICA PROJECT AFRICA Carnegie-MellonUniversity Pittsburgh, Pennsylvania 1969 This is the teaching guidefor the unit on History of Africa. Some of the materials included herehave been previously copyrighted by various publishers or authors. Thus, they cannot be reproduced. However, where such selections wereused, references to theirspecific sources are included as areidentifying words or phrases. * * * * * * * * This is only one of the series of bookletswhich contain the instructional materials and teaching guidesdeveloped by Project Africa for use in teaching about Africasouth of the Sahara to students in grades 7-10 in American schools. The complete set of booklets includes: 1. Africa South of the Sahara -Introduction: A Teaching Guide 2. Africa South of the Sahara-Topic I: A Teaching Guide 3. peoples of Africa South ofthe Sahara 4. Africa South of the Sahara - Topic II: ATeaching Guide 5. History of Africa South ofthe Sahara 6. Africa South of the Sahara - TopisaIL ATeaching Guide 7. alma Africa South of theSahara INTRODUCTION This instructional program ,Jas developed by the staff andconsultants of Project Africa, a social studies curriculum development project conmis- sioned by the United States Office of 7ducation. This project was originally located at The Ohio State University. It was moved to Pittsburgh's Carnegie- Mellon University in September 1960. Project Africa was created on March 1, 1967. It was a 40-month project designed specifically to develop inquiry-oriented instructional materialsand guides for use in improving learning about Africa south of theSahara in grades 7-12 of American schools. The instructional materials contained here- in were the first of a number of such materials intended for usein teaching about AfricasoutthoftheSaI in tory or world cultures courses. They represent the results of extensive research during the summer and fall of 1967 and of limited classroom try- outs during the spring of 1968. These materials are in the form submitted to nation-wide field testing during the 1969 spring semester. By examining and adapting them to their own situations local schools will thus be able to include a vital,up-to-date, stimulating study of Africa south of the Sahara, its peoples and theirculture as an integral part of their secondary schoolsocial studies curricula. The materials included here are based on research conducted by: Barry K. Beyer Herbert S. Lewis Carnegie-Mellon University University of Wisconsin Richard Ford David Meyer Clark University Belvidere (Illinois) Public Schools Sven Hamar. E. Paul Morehouse, Jr. Carnegie-Mellon University Akron (Ohio) Public Schools E. Perry Hicks Leslie Niel, Jr. State University of New York Tucson (Arizona) Public Schools at Buffalo 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 andinstructional units and edited and prepared these materials iof classroomtryout. The following Africanists provided valuable consultant assistance: Dr. Fred G. Burke Dr. Hibbard Kline Center for International Affairs Professor of Geography State University of New York University of Pittsburgh at Buffalo Dr. Richard Ford Dr. Herbert S. Lewis Professor of History Professor of Anthropology Clark University University of Wisconsin Dr. Graham N. Irwin Dr. Vernon McKay, Director Professor of African History Program of African Studies Columbia University School of Advanced International Studies The Johns Hopkins University . Dr. Andrew Kamarck Dr. James Vaughan, Jr. Director, Economics Department Associate Professor of Anthropology International Bank for Indiana University Reconstruction & Development Washington, D.C. Dr. Anthony Kirk-Greene Dr. Burton Witthuhn Professor of Anthropology Assistant Professor of Geography St. Antony'c College, Oxford The Ohio State University The graphics for these materials were done at the Telecommunications Center of The Ohio State University by Terry Campbell, Dick Cottermanand Tom Crane and by Ken Lorain of the Carnegie-Mellon University office services staff. Rita Pastorelli typed and assembled all these materials with the assistance of Linda Wenzel. Thomas Scanlon researched the basic sources and references. Photographic, audio and written materials included are being usedwith the special permission of: David Allyn Folkways-Scholastic Records University of California New York, New York S. Earl Brown Robert Griswold The Ohio State University State University of New York Michael Fuller Richard Ford State University of Iowa Clark University David Hamilton Heinrich Harrer Surrey, England Kitzbuhel, Austria iii Keuffel and Esser Company Leni Riefenstahl Hoboken, New Jersey Munich, Germany James W. King Edward S. Ross University of Utah California Academy of Science Anthony Kirk-Greene Bernard Sauers St. Antony's College Mianza, Tanzania Oxford, England Herbert S. Lewis Edward H. Schiller University of Wisconsin Nassau Community College Lorna Marshall Gilbert Schneider Cambridge, Massachusetts Ohio University Text-Film Division Carl Schweinfurth McGraw -Hill Book Company Bethany College, West Virginia New York, New York A. J. Nystrom Company Ruby Sentman Chicago, Illinois Nairobi, Kenya Klaus Paysan Stanley Washburn Bad Godesberg, Germany Berkeley, California Peabody Museum Joey Windham Harvard University Glenville State College Ronald Rehner Burton Witthuhn Elmira Heighrs, New York The Ohio State University These materials represent theresults of the initial phase ofProject Africa. They are only approximations offinished instructional materials and should be subject to extensiverevision and refinement. It was the pur- pose of the classroomtryouts--for which these wereprepared--to provide the experience and information needed todevelop effective and w-mthwhilematerial;; for use in teaching about Africasouth of the Sahara in 7-1L_hgrade social studies programs. The evaluation of the resultsof this experimentation is included in the Final Report of ProjectAfrica (1970). Dr. Barry K. Beyer Director Dr. E. Perry Hicks Associate Director Summer 1969 7' USING THE TEACHING GUIDES Each teaching guide for this programon Africa south of the Sahara is organized along similar lines. For every major unit there are introductory comments,a statement of general unit objectives and a brief outline of the daily activities which comprise it. Each daily octivity has a separate plan which includesa statement of its purpose; a list of more specific knowledge, skill and affective objectives; andan outline of the strategy to be used in conduc- ting the activity. These are printed on yellow paper. The teaching strategy outlined for each daily activity is divided into two columns. The left-hand column contains the key questionsor directions for the main activities required tomove toward accomplishing the objectives of the activity. Not every question a teacher may wish or need to ask is included here. Others may have to be asked in order tosecure useful or desired responses. The right hand column contains the substance of the studentresponses
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