TITLE Africa South of the Sahara. Grade Twelve.[Resource Unit IV

Home , Climate of Africa, Sahara, Tropical Africa

DOCUMENT RESUME

ED 083 107 SO 006 335

TITLE Africa South of the Sahara. Grade Twelve. [Resource Unit IV.] Project Social Studies. INSTITUTION Minnesota Univ., Minneapolis. Project Social Studies Curriculum Center. SPONS AGENCY Office of Education (DHEV), Nashington, D.C. BUREAU NO HS-045 PUB DATE 6d NOTE 152p.

EDRS PRICE MF -S0.65 HC-$6.53 D2SCRIPTORS *African Culture; *African History; Colonialism; Communism; Course Content; Educational Objectives; Foreign Relations; *Geography; Grade 12; Instructional Materials; Negroes; *Political Science; Race Relations; Resource Units; *Social Studies Units IDENTIFIERS *Africa; Project Social Studies; Sub Sahara Africa

ABSTRACT This is the fourth of seven resource units for a twelfth grade course on value conflicts and policy decisions. The topic for this unit is Africa south of the Sahara. The objectives are listed as to generalizations, skills, and values. The double-page format relates objectives to pertinent content, teaching procedures, and instructional materials. The unit deals with the relationship of these African nations to the cold-war struggle and their historical and cultural importance for American Negroes and for all Americans. Data on Africa presents an opportunity for testing a number of concepts, such as the role of political parties in a democracy, factors for political stability, and the factors of cultural identity for a nation. Tha unit examines the political, social, and economic problems and systems of three different kinds of countries: independent states dominated by Africans, those dominated by white people, and colonies. An analysis is made of the attempts to obtain more cooperation among the African states, of relations of these countries with non-African countries, and of policy issues and alternatives facing the Waited States. The teacher's guide is SO 006 331; other units are SO 006 332.=334 and SO 006 336-338. (Author/KSM) I

M DO U S DEPARTMENT OF NE Grade Twelve EDUCATION & WELFA NATIONAL INSTITUTE Unit: Africa South of the Sahara EDUCATIOf THIS DOCUMENT HAS BEE C3 '4 DUCED EXACTLY AS PECEI THE PERSON OR ORGANIZATI Wi ATING IT POINTS OF VIEW 0 STATED DO NOT NECESSARI SENT OFFICIAL NATIONAL INS EDUCATION POSITION OR PO

RESOURCE UNIT

At*. Vieekltaink****** '..47 These materials were developed by theProject Social Studies Center.of the University ofMinnesota under a special grant from theU.S. Office of Education 4 (Project No. HS -045)

1968

FILMED FROM BEST AVAILABLECOPY 1735-

NT OF HE US OEPARTMENT OF HEALTH. A WEL FA EDUCATION & WELFARE TITUTE South of the Sahara NATIONAL INSTITUTE OF EDUCATION SAS EEE THIS DOCUMENT HAS BEEN REPRO S PECEI OUCEO EXACTLY AS RECEIVED FROM ANIZATI THE PERSON OR ORGANIZATION ORIGIN VIEW 0 ATING IT POINTS OFVIEWOR OPINIONS CESSARI STATED DO NOT NECESSARILY REPRE ONAL INS SENT OFFICIAL NATIONAL INSTITUTE OF IN OR PO EDUCATION POSITION OR POLICY

RESOURCE UNIT

. ..t Apftstsw******* 1s7 -11 These materials were developed by theProject Social Studies Center.of the University of Minnesotaunder a special grant from theU.S. Office of Education (Project No. HS-045)

1968

FILMED FROM BEST AVAILABLE COPY OBJECTIVES

This unit should make progress toward developing the following:

GENERALIZATIONS

1. Man uses his physical environment in but man has le terms of his cultural values, percep- many of thk. ea tions, and level of technology. f. Types of agric a. Whether or not a country's size depend upon me provides more advantages or dis- perceplions, advantages depends upon the prob- well as upon c lems inhabitants face at a par- topography. ticular time, upon their goals, and upon their level of technology. g. Man changes tt earth. b. The significance of location depends upon cultural developments both with- h. Population dis in and outside the area. man's values as well as cl c. The topography of a region may set and resources up limitations upon man's activities given a specific level of I. Natural resoul technology, but man has learned to value until ON overcome many of the earlier lim- skill and des itations. 2. Unevenly distribu d. Obstacles to communication can be form distinctive social as well as physical; social map. :TT barriers include language differences, cultural differences, class and 3. Population is dis caste differences, and ideological over the earth's differences. the land areas ar

e. Climate may set up limitations 4. Temperature is of upon man's activities given a tance from the eq specific level of technology, distance from war OBJECTIVES

id make progress toward developing the following:

NERALIZATIONS s 1 Is physical environment in but man has learned to overcome t e is cultural values, percep- many of the earlier limitations. level of . echnology. gri f. Types of agriculture in a region n or not a country's size depend upon man's cultural values, 5, s more advantages or dis- perceptions, and technology as on ges depends upon the prob- well as upon climate, soils, and habitants face at a par- topography. time, upon-their goals, and eir level of technology. g. Man changes the character of the earth. nificance of location depends 1 di itural developments both with- h. Population distribution reflects Jes outside the area. man's values and his technology cl as well as climate, topography, rces ography of a region may set and resources of an area. tations upon man's activi- Ei.sou ven a specific level of i. Natural resources are of little 11 ogy, but man has learned to value until man acquires the des e many of the earlier lim- skill and desire to use them. e. ribu 2. Unevenly distributed phenomena ive es to communication can be form distinctive patterns on the s well as physical; social map. s include language differences, dis 1 differences, class and 3. Population is distributed unevenly h's ifferences, and ideological over the earth's surface; many of s ar races. the land areas are sparsely populated. s of may set up limitations 4. Temperature is affected by the dis- e eq n's activities given a tance from the equator, elevation, war c level of technology, distance from warm water bodies, -2-

Ocean currents, prevailing winds, by how man treats the physical features which block winds from certain directions, and by air 8. Nature changes the fac pressure systems. earth through biotic p

a. Seasonal variations tend to be less 9. Water power may be use in areas close to the equator. electricity needed to in factories. 5. Rainfallis affected by distance from bodies of water, ocean currents, 10. A place needs cheap and wind direction, air pressure systems, portation in order to temperature, and physical features trade with other place, which block winds carrying moisture. a. Improved transport; titles make possib a. Winds which blow over cold water and bigger markets bodies are cooled and tend to pick as well as greater' up moisture when they warm up as costly access to r they pass over land areas which are hot. 11, The ability of a count duce is limited in par b. The land in hot regions dries fast able natural resources as the warm air picks up moisture; a country may be able therefore, more rain is needed to resources from other c grow crops or vegetation in these selling goods and sery regions than in regions which are it can produce. not so hot. 12. Specialization of indi 6. Vegetation is affected by seasonal gions, and countries m variations in precipitation, as interdependence. well as by the total amount of precipitation. a. People in most soc, pend on people who, 7. Soilin a particular place is affected other regions and by the type of basic rock in the region, certain goods and the climate, vegetation, erosion, wind, and rivers which move soil, as well as 13. Every area on earth col -2-

h s, prevailing winds, by how man treats the soil. ures which blick winds fac directions, and by air 8. Nature changes the face of the is p ems. earth through biotic processes.

use ariations tend to be less 9. Water power may be used to create to lose to the equator. electricity needed to run machines in factories. ffected by distance from and er, ocean currents, 10. A place needs cheap and rapid trans- to n, air pressure systems, portation in order to carry on much lace and physical features trade with other places. inds carrying mois- ort a. Improved transportation faciL sib lities make possible wider ets h blow over cold water and bigger markets for goods ter cooled and tend to pick as well as greater and less to r e when they warm up as costly access to resources. over land areas which ount 11. The ability of a country to pro- par duce is limited in part by avail- rces n hot regions dries fast able natural resources, however, ble m air picks up moisture; a country may be able to acquire er c more rain is needed to resources from other countries by sery or vegetation in these selling goods and services which an in regions which are it can produce. indi 12. Specialization of individuals, re- es affected by seasonal gions, and countries makes for precipitation, as interdependence. e total amount of pre- so a. People in most societies de- wh pend on people who live in and ticular place is affected other regions and countries for and f basic rock in the region, certain goods and services. vegetation, erosion, wind, h c ich move soil, as well as 13. Every area on earth contains a 3-

combination of phenomena which share will have effec the space of places and regions. Some aspects; changes of these phenomena are closely inter- whether they ar related, while others merely happen in social organi to be there and may have no causal ideology, or wha dependence upon the others. Those a part of the c phenomena which are tied- together causally result in places and regions 1) All the insti of distinctive character. society are cause of this 14. k given culture is an integrated whole, ship, changes based on fundamental postulates or tution are li values. other instit 15. f.lthough culture is always changing, d. Some values are certain parts *or elements persist change; some ma over long periods of time. ficult. a. Culture traits may change as a e. People usually d result of diffusion. a trait complete more likely to 1) Peoples who are in contact with fit into new sit each other are likely to borrow cultural traits from each other. f. Certain aspects Migration of people from one structure may in part of the world to another social change an involves the movement of culture and material objects, g. Those who try t thus resulting in changes in change will fail the area to which people mi- to arouse a feel grate. is needed. b. Culture traits may change as a h. Attempts by outs result of invention from within troduce change the society. the outsiders fa the existing cul c. Changes in one aspect of culture oughly in order -3- fec n of phenomena which share will have effects on other nges of places and regions. Some aspects; changes will ramify, ar henomena are closely inter- whether they are technological, gani hile others merely happen in social organization, in wh e and may have no causal ideology, or whatever else is e c upon the others. Those a part of the cultural system. which are tied-together nsti esult in places and regions 1) All the institutions in a tive character. re society are related; be- this cause of this interrelation- nges Iture is an integrated whole, ship, changes in one insti- e li undamental postulates or tution are likely to affect tit other institutions. are ulture is always changing, d. Some values are conducive to ma its or elements persist change; some make change dif- periods of time. ficult, traits may change as a ly d e. People usually do not discard of diffusion, fete a trait completely; they are to more likely to modify it to sit les who are in contact with fit into new situations. other are likely to borrow ural trai:s from each other. cts f. Certain aspects of the social ation of people from one yin structure may inhibit marked e an of the world to another social change and innovation. Ives the movement of cul- y t and material objects, g. Those who try to introduce fail resulting in changes in change will failif they fail feel area to which people mi- to arouse a feeling that change e. is needed. outs traits may change as a h. Attempts by outsiders to in- of invention from within ge troduce change may fail if s fa iety. the outsiders fail to study cul the existing culture thor- der in one aspect of culture oughly in order to find out -4-

the basis for existingpractices. 18. Peopletry to work ou zations for behavior i. The role and status ofthe inno- vator is an important variable consistent with their Racism is a relatively in analysis of innovationand its acceptance or rejection by the veiopment which hasse group. rationalization for di against otherraces. j. Frequently, change introduced a. from the outside isaccepted People try to work al izat ions for disc for a time, with resultingloss against other of traditional valuesand con- race flicts between generations. Lat- b. er, as members of the society Racial beliefs inv held attitudes whi discover that theycannot participate fully in the dominant havior both at the and unconscious le culture, or as theydevelop feelings of insecurity,they react 19. Frustration and/or by developingnativistic move- sel self-doubts may led ments to reject the foreigncul- to tural values. 20. Frustrationmay lead t 16. All societieshave potential con- 21. When caught bet' flict among theirmembers and must 2en cr work outsome means of accommodating sures of rorms and val differences. ferent groups to which belongs, a person suff strain. a. Groups mayengage in power conflict; one group tries to domi- 22. An individual nate another in orderto take brought something from it,such as its culture and then thrus labor or wealth. other faces seriouspr adjustment to thenew 17. Discriminationagainst a minority the resulting culture group tends to isolatemembers of involves mental confli the group andpromotes retention tension. of their culturalvalues. 23. Rational choicemaking for existing practices. 18. People ou try to work outrationali- or zations for behavior and status of theinno- which isin- eir an important variable consistent with theirbasic values. Racism is a relatively vely is of innovationand its recent de- se e or rejection by the velopment whichhas servedas a r di rationalization fordiscrimination against otherraces. y, change introduced ork outside is accepted a. People try to workout ration- isc e, with resulting loss al izations fordiscrimination ace Iona] values andcon- against otherraces. tween generations. Lat- inv mbers of the society b. Racial beliefsinvolve strongly- whi that they cannotparti- held attitudes whichaffect be- the lly in the dominant havior both at theconscious le or as they develop feel- and unconsciouslevel. nsecurity, they react 19. Frustration sel ping nativisticmove- and/or self-hatredor to reject the foreigncul- self-doubts may ledto apathy. ues. d t 20. Frustrationmay lead to aggression. have potential con- 21. When caught cr heir members andmust between cross-pres- va l means of accommodating sures of norms and valuesof dif- ich ferent groupsto which aperson uff belongs, a personsuffers emot!unal engage ±n power con- strain. group tries to domi- 22. An individual ht er in order to take brought up inone rus from it, suchas its culture and thenthrust intoan- pr ealth. other faces seriousproblems of ew adjustment to thenew culture; re n against a minority the resulting cultureconflict Hi o isolate members of involves mentalconflict and promotes retention tension. ural values. 23. Rational ing choice making (theseeking of goals, the assessment of alter- cracy; they hardi natives) is a socially-acquired they are, but mos skill. values, a communi stable society, a 24. Any decision is,in part, a product mic well-being. of the internalized values, the perceptions, and the experiences of 30. The community den the persons making the decision. stability--goals compatible with t 25. Every political decision-maker is individuals. dependent on advice, knowledge, information, and political intel- 31. One-party systems ligence. a competitiveness nant party, but t

26. A law or policy must be effectuated competitiveness 1 and applied; in that process the ty and predictabl whole decision-making process goes party competitior on again. 32. Political parties 27. The leadership of any group must ture and by funct try to maintain group cohesion and also organize its strategies a. The relative, and provide intellectual leader- or decentrali ship. within politi flects in gr 28. Freedom's relationship to democracy centralizatic is a close and obvious one; the or- zation of aut ganization of majorities, the com- the political petition in goals, and the ability

to oppose which democracy presupposes 33. Federalism pays c, all depend on a high degree of per- unitary systems t sonal freedom. and autonomy, but greater price in 29. Political scientists have long as- versity, aid coma summed that there are social conditions which a society must meet 34. The political syl before it can 'make a go' of demo- joy legitimacy if I

-5- the assessment of alter- cracy; they hardly agree on what is a socially -acq 'red they are, but most sur4gest common values, a communication system, a stable society, and a minimum econo- ion is,in part, a product mic well being. ternalized values, the per- and tha experiences of 30. The community demands order and ns making the decision. stability--goals which may be incompatible with the demands of itical decision-maker is individuals. on advice, knowledge, on, and political intel- 31. One-party systems tend to develop a competitiveness within the dominant party, but this factional policy must be effectuated competitiveness lacks the stabili- ed;in that process the ty and predictability of inter- ision-making process goes party competition.

32. Political parties differ by struc- 'rship of any group must ture and by function. intain group cohesion Grganize its strategies a. The relative centralization de intellectual leader- or decentralization of power within political parties reflects in great part the

; relationship to democracy centralization or decentrali- e and obvious one; the or- zation of authority within n of majorities, the com- the political system as a whole. in pals, and the ability ; which democracy presupposes 33. Federalism pays greater homage than idon a high degree of per- unitary systems to local differences edom. and autonomy, but it also pays the greater price in inconsistency, di- scientists have long as- versity, and competition. iat there are social condi- lich a society must meet 34. The political system needs to en- : can 'make a go' of demo- joy legitimacy if itis to survive. 6-

35. Struggle may bring together other- 40. Foreign policy conside wise unrelated persons and groups. affected by ideology, If conflict abates, coalitions tend tion of national self- to fall apart. perceptions of power r between countries, exp 36. There are many causes of revolutions. about how other nation although different causes may be more and domestic problems important in one revolution than in another. a. The formal distinc domestic and forei 37. Imperialism, and particularly at- increasingly uncle titudes of superiority by members of the imperialist country, give 41. Every economic system rise to feelings of frustration; or a lack of enough pr when combined with the diffusion sources to satisfy all of nationalistic ideas,it helps give rise to feelings of nationalism. 42. The fundamental differ economic systems isin 38. The world is a community of inter- whom basic economic de dependent countries. Important allocation of resource happenings in one part of the world affect other parts. a. In a private enter tem, the market se 39. Military capacity is an important determine largely factor in the development of na- be produced, how i tional power, but not the only produced, how much one or even the dominant one. produced, and who what part of the p a. National power is affected by resources and industry as well b. In some societies as by military strength. government nor a tem is most impor b. Nations may pool their power fecting how resour behind common goals in varying located. Such eco systems of alliances and com- tems are based Aar binations. tradition,*and re -6- ide ring together other- 40. Foreign policy considerations are y, persons and groups. affected by ideology, considera- If- ates, coalitions tend tion of national self-interest, r r perceptions of power relationships exp between cour -ries, expectations ion causes of revolutions. about how otner nations will act, ms rent causes may be more and domestic problems at home. ne revolution than in inc a. The formal distinction between re i domestic and foreign policy is cle nd particularly at- increasingly unclear. eriority by members em list country, give 41. Every economic system faces scarcity i pr gs of frustration; or a lack of enough productive re- all with the diffusion sources to satisfy all human wants. is ideas, it helps fer eelings of nationalism. 42. The fundamental difference between in economic systems is in how and by de community of inter- whom basic economic decisions over rce tries. Important allocation of resources are made. one part of the world ter arts. a. In a private enterprise sys- se tem, the market serves to ly ity is an important determine largely what shall w i development of na- be produced, how it shall be such but not the only produced, how much shall be ho e dominant one. produced, and who shall get e p what part of the production. wer is affected by es nd industry as well b. In some societies neither the a ary strength. government nor a market sys- or tem is most important in af- our / pool their power fecting how resources are al- co on pals in varying located. Such economic sys- lar alliances and com- tems are based largely upon re tradition,'and reciprocal 7- relationships are combinedwith a. Access affec resources an a market-system. or difficult limit econom c. Economicsystems are usuallymixed with both public andprivate owner- Economic out ship and with-decisionsmade both b. by government and by consumersand y the quali labor skills, businessmen. quantity of 43.In all societies peoplehave certain economic goals. Although somegoals 1) The quali usually i are very muchalike, different so- cation an cieties place differingemphases upon them. (Peoplediffer in the degree to which they desirefree- 2) Malnutrit dom of economic choice as agoal of affects t their economic system.) labor. Output can k a. People'sideas about what con- c. stitutes an adequate levelof technologica living on one hand or poverty development power to rei on the other,change as average living levels change and as people see what is possible. 1) Capital saving N 44. Living levels in the U.S. are very increasir high compared to those in most coun- total ou cause it tries. capacity 45. At any given time, the total economic output is affected by the quan- a) The s capac tity and quality of productive re- . sources (land or natural resources, to th labor, and capital goods), by the great level of technology, and by the volve efficiency of the organizational makin structure, to ac -7- :fec tionships are combinedwith a Access affects the quality of resources and lack of access an rket-system. or difficulty of access may mom omit systems areusually mixed limit economic development. both public and private owner- out and with decisions madeboth b. Economic output is affected overnment and by consumersand by the quality of labor or labor skills as well as the ill nessmen. of quantity of labor. societies people have certain Jali is goals. Although somegoals 1) The quality of labor is usually increased by edu- ly y much alike,different so- n a place differing emphases cation and training. em. (Peoplediffer in the tri to which they desirefree- 2) Malnutrition and illness is economic choice as a goal of affects the quality of conomic system.) labor. an pie's ideas about what con- c. Output can be increased by technological progress in the gic tutes adequate level of ent ing on one hand or poverty development of machines and re the other, change as average power to replace manpower. ing levels change and as al ple see what is possible. 1) Capital formation through saving is a major means of g as; levels in the U.S. are very increasing an economy's ou ompared to those in most coun- total output over time, be- production . it cause it Increases :ity capacity. given time, the total econo- le s tput is affected bythe quan- a) The smaller the productive ipac nd quality of productive re-. capacity in relationship the ) th natural resources, to the population, s (land or in- 'eat and capital goods), by the greater the hardship )1ve of technology, and by the volved to consumers in making the savings needed akin ency of theorganizational to achieve a givengrowth ) ac ure. rate. of the social scie plines, and uses t d. The organizational structure of questions asked an the total economy or of any large tical concepts use sector of it, (such as agriculture) relevant discipline affects efficiency of production him analyze the pr and output. 2. Locates information ef 1) Mass production needs mass markets. a. Skims to locate in

46. The transitional stage prior to 3. Gathers information ef (economic growth) takeoff sees the growth of factors which upset the a. Reads for main ide traditional beliefs and practices, answer questions. give rise to more favorable attitudes toward technological change b. Interprets tables.f and businessmen, create larger markets, lead to increased pro- c. Draws inferences f ductivity in agriculture and mining, lead to improved transpor- 4. Evaluates inforn tion tation systems, and give rise to of information. the establishment of banks and other financial institutions. a. Distinguishes betw and estimates. SKILLS b. Identifies assumpt 1. Attacks problems in a rational manner. inconsistencies.

a. Sets up hypotheses. c. Compares sources o

b. Identifies value-conflicts. d. Recognizes limitat

c. Considers alternative course of 5. Uses effective geograp action. a. Compares areas and d. Considers the relevance of each with known areas a i

8- icie of the social science disci- as t plines, and uses the types of I an tional structure of questions asked and the analy- use -onomy or of any large tical concepts used in the )1 in t, (such as agriculture) relevant disciplines to help pr. iciency of production him analyze the problem.

, of ---- 2. Locates information efficiently. uction needs mass in a. Skims to locate information.

i ef _ ...... al stage prior to 3. Gathers information effoctiveli th) takeoff sees the ide ors which upset the a. Reads for main ideas or to is. liefs and practices, answer questions. ore favorable atti- les. echnological change b. Interprets tables. n, create larger as f to increased pro- c. Draws inferences from tables. griculture and ion o improved transpor- 4. Evaluates inforn Lion and sources

, and give rise to of information. ent of banks and bete I institutions. a. Distinguishes between facts and estimates. umpt b. Identifies assumptions and s. ms in a rational manner. inconsistencies. es o otheses. c. Compares sources of information. itat value-conflicts. d. Recognizes limitations of data. rat lternative course of 5, Uses effective geographic skills.

an. a. Compares areas and distances as . he relevance of each with known areas and distances. b. Draws inferences from maps. 2. Is committed to the tion of social attit 6. Has a well-developed time sense. 3. Values objectivity a a. Looks for relationships among keep his values from events. interpretation of ev recognizing the impo 7. Organizes and analyzes information values in making dec and draws concTusions. problems demanding a

a. Applies previously-learned con- 4. Respects evidence ev cepts and generalizations to new contradicts prejudic data. conceptions.

b. Tests hypotheses against data. 5. Searches For evidenc hypotheses, not just c. Generalizes from data. them.

d. Having identified and defined 6. Evaluates sources of a problem and value-conflicts and having studied the causes of the 7. It, sceptical of the problem and possible alternative knowledge, considers courses of action, he makes his tions and theories a choice among alternatives in terms always subject to ch of which alternative seems most light of new evidenc likely to achieve his goals. 8. Values knowledge for 8. Works well with others. knowledge, as a mean man understand the w a. Is able to empathize with others. he lives.

ATTITUDES 9. Ts sceptical of theo causation in the soc

1 Is curious about social data and wishes to read and study further 10.Is sceptical of pana in the social sciences. -9- the inferences from maps. 2. Is committed to the free examina- ttit tion of social attitudes and data. 1-developed time sense. ty a 3. Values objectivity and desires to From for relationships among keep his values from affecting his F ev interpretation of evidence, although impo recognizing the important role of dec and analyzes information values in making decisions about lg a conclusions. problems demanding action.

ev s previously-learned con- 4. Respects evidence even when it Jclic and generalizations to new contradicts prejudices and preconceptions.

Jenc hypotheses against rata. 5. Searches for evidence to disprove 'List hypotheses, not just to prove lizes from data. them. s of identified and defined 6. Evaluates sources of information. lem and value-conflicts and the studied the causes of the 7. Is sceptical of the finality of tiers -m and possible alternative knowledge, considers generaliza- es a s of action, he makes his tions and theories as tentative, ch among alternatives in terms always subject to change in the denc ich alternative seems most light of new evidence. ! to achieve his goals. for 8. Values knowledge for the sake of mean 1 with others. knowledge, as a means of helping he w man understand the world in which able to empathize with others. he lives. theo 9. is sceptical of theories of single SOC causation in the social sciences. 1S about social data and pana read and study further 10. Is sceptical of panaceas. icial sciences. II. Feels a sense of responsibility for keeping informed about current problems.

12. Values human dignity.

13. Evaluates happenings on the basis of their effects upon individuals as human beings.

14. Desires to protect the rights of minorities.

15. Appreciates and respects the cul- turalcontributions of other countries, races, and relgions.

16. Supports freedom of thought and em- pression. -11- CONDENSED OUTLINEOF CONTENT importance in worldaffairs; the Africa south ofthe Sahara isof growing I. and democratic orbetween democratic a and the strugglebetween communist to the wo ideologies make this areaof great importance of non-democratic U.S. which Americanshold about Africa. A. Africans resentthe misconceptions an of a large numberof American Negroes, B. Africa isthe ancestral home cultural influences uponthe U.S. importance in worldaffairs. C. Africa isof growing and non-communistcountries are co D. At the presenttime both communist fluence within the newAfrican nations. ripe for and internalconflicts make Africa E. Racialproblems, poverty, conflict activity of variouskinds. Given thecommunist-non-communist easily grow into awider worldconflict. a crisisin Africa could decisions in itsrelations with Africa, serious policy b F. The U.S. faces by our domesticaffairs as well as of our policieswill be affected abroad. in terms of hiscultural values, perce II. Man uses hisphysical environment level of technology. Sahara has de of the location ofAfrica south of the A. The significance although the locationhas b large extent uponcultural developments, for climatic reasons. with its man coastline, the SaharaDesert, the river system B. Africa's tropical areas, havehelped make of physical relief,the diseases in cultural factors have a to move easilyacross thecontinent. However, down movement. -11- CONDENSED OUTLINEOF CONTENT the affairs; the race issue is of growingimportance in world c a south of the Sahara between democratic andother forms between communistand democratic or the wo he struggle of great importance tothe world and to n-democratic ideologiesmake this area

-a. Americans hold aboutAfrica. ricans resent themisconceptions which it has had an large number ofAmerican Negroes, and rica is theancestral home of a ltural influences uponthe U.S. affairs. rica is of growingimportance in world for in- co and non-communistcountries are competing the present timeboth communist luence within the newAfrican nations. for ripe for revolutionary and internalconflicts make Africa ict cial problems, poverty, conflict forinfluence, kinds. Given thecommunist-non-communist tivity of various into a wider worldconflict. crisis in Africacould easily grow and the success ca, decisions in itsrelations with Africa, s b serious policy by what we do he U.S. faces by our domesticaffairs as well as f our policieswill be affected broad. perceptions, and ,rce in terms of hiscultural values, uses hisphysical environment

I of technology. of the Sahara hasdepended to a of the locationof Africa south he significance although the locationhas been important arge extent uponcultural developments, or climaticreasons. man with its manyrapids because the Sahara Desert,the river system ake frica's coastline, tropical areas, havehelped make itdifficult ea )f physical relief,the diseases in also helped slow continent. However,cultural factors have _o moveeasily across the gown movement. -12- C. Types of agriculture in a region depend upon a nation's cultural values, pe and technology as well as.non climate, soils, and physical relief.

D. Africa is a land of low Pro. ation density; the population distribution is by elevation, climate and %.,sease, by the potential for economic activities cultural values.

E. Africa is a land of great diversity of races, tribal and other ethnic group guages, and religions.

F. Although some of the countries are large, Africa south of the Sahara has b( up into many very small countries which will face serious problems of achiE nomic viability. The number of such small countries may also create interni instability.

III. Although culture is always changing, certain parts or elements may persist ov( periods of time.

A. Many anthropologists believe today that man had his beginnings in Africa, physical differences developed among the people through processes of mutatic breeding. Certainly the peoples of Africa prior to the coming of the Europ( presented a number of different types.

B. Early African history was characterized by the diffusion, and adaptation of culture traits from Asid Minor and the Middle East and from India and Soutl Asia as well as by internal invention. The people of Africa south of the Si had trade contracts with other peoples for thousands of years before the b4 of the explorations in the Age of Discovery.

C. The peoples of Africa established a number of powerful kingdoms and empire) to the coming of the white men during the period of exploration. These kini developed their cultures through both diffusion and invention.

D. The coming a the Europeans for trade, particularly for the slave trade, bi many changes to Africa. Part of the difficulties arising from the slave tri in the different perceptions of slavery held by Africans and Europeans. -12-

, p. iculture in a region depend upon a nation's cultural values, perceptions, gy as well as.non climate, soils, and physical relief.

is land of low pc! ation density; the population distribution is affected ties , climate and L.,sease, by the potential for economic activities, and by ues. wou land of great diversity of races, tribal and other ethnicgroups, lan- religions.

b= e of the countries are large, Africa south of the Sahara has been broken ichi=chi very small countries which will face serious problems of achieving eco- ,ern lity. The number of such small countries may also create international

: av= e is always changing, certain parts or elements may persist over long

:a, 'ologists believe today that man had his beginnings in Africa, and that :ati ferences developed among the people through processes of mutation and trop -rtainly the peoples of Africa prior to the coming of the Europeansre- number of different types.

1 of n history was characterized by the diffusion and adaptation of many ;out its from Asia Minor and the Middle East and from India and Southeast le S as by internal invention. The people of Africa south of the Sahara had )e b ntracts with other peoples for thousands of years before the beginning rations in the Age of Discovery.

'ire of Africa established a number of powerful kingdoms and empire., prior kin g of the white men during the period of exploration. These kingdoms ieir cultures through both diffusion and invention.

:, b f the Europeans for trade, particularly for the slave trade, brought tr. to Africa. Part of the difficulties arising from the slave trade were rent perceptions of slavery held by Africans and Europeans. G

-13-

E. Traditional Africa, prior to the coming of the colonizers, differedgrea culture of Western Europe. However, some aspects were similar, partly be diffusion which had taken place throughout the Mediterranean world. Many traits have persisted from earlier times.

F. It was not until the late 19th century that Africa was dividedup into c the European powers; the boundaries divided many of the tribalgroups.

G. The different co!onizing powers treated their colonies differently, and also differed in the degree to which white people came to settle. Coloni brought many changes to Africa, although the original peoples maintained their earlier culture.

H. World War II gave great impetus to a movement forindependence which comi growing nationalism, a reaction against colonial treatment,and the spree of freedom in part from the western world. Independence was achieved la a peaceful manner, but somebloody situations evolved. Not all of Africa dependent as yet.

IV. Afr a south of the Sahara is dividedinto independent countries controlled Africans, independent countries controlled by white minorities, andcountri remain under colonial rule. Each type of country faces some problems which throughout Africa.

A. The newly independent countries controlled by the Africans face theseri problem of creating a nation out of the diverse elements in thepopulati as problems of an economic aad social nature.

B. South Africa is better off economically than the other African countries adopted very restrictive racial policies which may eventually lead to a explosion.

C. The Portuguese, British, and South Africans have different reasons for t maintain control over their remaining colonies in Africa.

V. There is a strong movement for closer relations among the African countries -13- rea itional Africa, prior to the coming of the colonizers, differed greatly from the be re of Western Europe. However, some aspects were similar, partly because of the any usion which had taken place throughout the Mediterranean world. Many cultural is have persisted from earlier times. o c as not until the late 19th century that Africa was divided up into colonies by European powers; the boundaries divided many of the tribal groups. nd different colonizing powers treated their colonies differently, and the colonies oni differed in the degree to which white people came to settle. Colonization ned ght many changes to Africa, although the original peoples maintained much of r earlier culture. court d War 11 gave great impetus to a movementfor independence which combined a pre ing nationalism, areaction against colonial treatment, and thespread of ideas la reedom in part from the westernworld. Independence was achieved largely in ric aceful manner, but some bloody situationsevolved. Not all of Africa isin- ndent as yet. led south of the Sahara is divided intoindependent countries controlled by white minorities, and countries which tri s, independent countries controlled by ich under colonial rule. Each type of country faces some problemswhich are common out Africa. eri newly independent countries controlledby the Africans face the serious political ati lem of creating a nation cut of thediverse elements in the population as well roblems of an economic and social nature.

ies h Africa is better off economically than the otherAfrican countries, but it has a ted very restrictive racial policies which may eventuallylead to a racial onion.

Portuguese, British, and South Africans have different reasonsfor trying to tain control over their remaining colonies in Africa.

ies is a strong movement for closerrelations among the African countries and for non- -14- alignment in the Cold War struggle; however, Sub-Saharan Africa is a potential for conflict among the world powers.

A. There have been strong Pan-African movements of a variety of types since ind dence movements began in Africa.

B. African countries have adopted a policy of non-alignment; they have tried to from both sides of the Cold War while at the same time not taking sides in t' War conflict.

C. Both the Soviet Union and Communist China have granted economic aid and advi have tried to spread communism in Africa.

D. The African countries have become important in the U.N. both because of thei power and because issues related to Africa have created serious problems to solved.

E. The U.S. faces many Value- :onflicts as it tries to determine its policies wh fect Sub-Sahara Africa. -14- al in the Cold War struggle; however, Sub-Saharan Africa is a potential center ict among the world powers.

ind have been strong Pan-African movements of a variety of types since indepen- movements began in Africa.

to n countries have adopted a policy of non-alignment; they have tried to get aid n t oth sides of the Cold War while at the same time not taking sides in the Cold nflict. dvi he Soviet Union and Communist China have granted economic aid and advice and ried to spread communism in Africa. hei rican countries have become important in the U.N. both because of their voting to and because issues related to Africa have created serious problems to be re-

wh S. faces many value - conflicts asit tries to determine its policies which af- ub-Sahara Africa. I

/S.:.16-

OBJECTIVES OUTLINE OF CONTENT

G. The world is a community of inter- I. Africa south of the Sahara is of dependent countries. Important portance in world affairs; the r- happenings in one part of the the struggle between communist a world affect other parts. or between democratic and other

democratic ideologies make this . G. Conflict may be over non-economic importance to the world and to t goals. A. Africans resent the misconcep. A. FEELS A SENSE OF RESPONSIBILITY Americans hold about Africa. FOR KEEPING INFORMED ABOUT CURRENT PROBLEMS.

A. IS CURIOUS ABOUT SOCIAL DATA AND WISHES TO READ AND, STUDY FURTHER IN THE SOCIAL SCIENCES.

G. Cultural traits may change as a re- B. Africa is the ancestral home sult of diffusion. number of American Negroes, al had cultural influences upon /S---16-

OUTLINE OF CONTENT

of Is a community of inter- 1. Africa south of the Sahara is of growing im- e r countries. Important portance in world affairs; the race issue and to in one part of the the struggle between communist and democratic er ct other parts. or between democratic and other forms of non- is democratic ideologies make thisarea of great o f ay be over non-economic importance to the world and to the U. S. cep A. Africans resent the misconceptions which a. NSE OF RESPONSIBILITY Americans hold about Africa. G INFORMED ABOUT CURRENT

ABOUT SOCIAL DATA AND READ AND, STUDY FURTHER IAL SCIENCES.

Ime raits may change as a re- B. Africa is the ancestral home of a large

, 81 'ffusion. number of American Negroes, and it has on had cultural influences upon the U. S. -17-

TEACHING PROCEDURES MATERIALS

1. Give pupils a word association test in which they are asked to write down the first ten words they think of when you write "Africa" on the-chalkboard. Tabulate the results. The chances are that these words will indicate that the pupils hold a number of stereotypes about Africa. Point out that some are stereotypes and not accurate pictures of Africa.

Discuss: Why do you think many Africans resent the fact that so many Americans hold such views of their countries? Quote the African students who indicated this as one of their criticisms of America.

2.- Or give pupils a pre-test to find out what misconceptions they hold about Africa. Then discuss the same Vuestion as in activity 1.

3. Have several pupils prepare a bulletin board showing "Stereotypes About Africa" on one side and "The Reality" on the other side.

4. Ask: Which countries in the world doyou think have the most Africans or people of African descent? Point out that the U. S. has more citizens of African descent than any country but Nigeria. Say: Just aswe studied Western Europe in the eleventh grade in part because of our cultural heritage from that part of the world, many Americans are concerned about Africa because of its relationship to the many Negroes in thiscountry.

5. Try to have pupils identify some of the culture traits -18-

S. Compares areas and distances with C. Africa is of growing importance known areas and distances. affairs.

1. Africa is over three times as the U. S. Although the populi very small, the area has the for growth and will become of and greater significance in v and to the U. S.in the comir Africa is not now an importer of the U. S., but it could bi

as the population grows and i

S. Sets up hypotheses. - 1 8 -

tnce as and distances with C. Africa is of growing importance in world and distances. affairs.

.ts a 1. Africa is over three timesas large as )pul the U. S. Although the population is the very small, the area has the potential ne o for growth and will become ofgreater in and greater significance in world affairs :om and to the U. S.in the coming years. )rta Africa is not now an importantcustomer Id b of the U. S., but it could becomeone end as the population grows and incomes rise.

theses. -19-

from Africa which have influenced American life. Have pupils begin such a list and expand it during the course of the unit.

6. Have pupils measure the east-west and north-southdis- Globe and strir tances across Africa south of the Sahara and compare them with such distances in the U. S. Have them do this by using a string on a globe. Ask: How does the east- west distance across Africa compare with the east-west distance across the U. S.? How does the north-south distance across Africa south of the Sahara compare with the north-south distance across the U. S.?

7. Project an overlay map showing a map of the U. S. on Make from equa' top of a map of Africa south of the Sahara. Nowplace a map of North America on top of Africa southof the For a single mu Sahara. Ask: How does this area south of the Sahara placed across d compare in size with the area of the U. S.? North Great Decision! America? 4o. Or get tray Milken 's Map Or have a pupil prepare a graph to compare the area Africa, map 2. of Africa south of the Sahara with the area of the U. S., North America,and Europe. For single map Am. on Africa, and Steel, .D.2 Today, opp. p.

8. Project two student-made pie charts showing the per- For figures, s centage of world land in Africa and the percentageof the world's population in Africa. Discuss: Why do you think the population is so small compared to the land size? Since the population is so small, does the future -19-

ica which have influenced American life. Have egin such a list and expand it during the course init. tri ils measure the east-west and north-south dis- Globe and string. cross Africa south of the Sahara and compare th such distances in the U. S. Have them do this g a string on a globe. Ask: Howdoes the east- stance across Africa compare with the east-west e across the U. S.? How does thenorth-south e across Africa south of the Sahara compare e north-south distance across the U. S.?

:qua an overlay map showing a map of theU. S. on Make from equal-area map. a map of Africa south of theSahara. Now place le f North America on top of Africa south of the For a single map of the U. S. )ss Ask: How does this area south of the Sahara placed across Africa, get ion in size with the area of the U. S.? North Great Decisions, 1966, p. tra 7 40. Or get transparency in la Miliken's Map Bulletins of a pupil prepare a graph to comparethe area Africa, map 2. ca south of the Sahara with the areaof the map North America,and Europe. For single map showing N. ica Am. on Africa, see Kimble Tro and Steel, Tropical Africa), .p Today, opp. p. T. s, two student-made pie charts showing the per - For figures, see Almanacs. of world land in Africa and the percentage of ld's population in Africa. Discuss: Why do you he population is so small compared to the land ince the population is so small, does the future -20-

G. The ability of a country to produce 2, Africa has rich mineralresourc is limited in part by available are needed by industrial countr natural resources. U. S. resources dwindle, Africa come an even greater source of G. National power is affected by re- for the U. S. sources and industry as well as by military strength.

G. People in most societies depend on people who live in other regions. end countries for certain goods and services.

G. Specialization of individuals, regions, and countries makes for interdependence.

G. Every area on earth contains a com- 3. Africa is of strategic military bination of phenomena which share the space of places and regions. Some of these phenomena are closely interrelated, while others merely happen to be there and may haveno causal dependence upon the others: Those phenomena which are tiedto- gether causally result in places and regions of distinctive character.

G. The significance of location depends- upon cultural developments both within and outside the area. -20-

urc a country to produce 2. Africa has rich mineralresources which ntr art by available are needed by industrialcountries; as ica es. U. S. resources dwindle,Africa will tie- of come an even greater source of minerals is affected by re- for the U. S. ustry as well as ength.

societies depend on in other regions and ertain goods andser-

of individuals, re- tries makes for ary arth contains a coma. 3. Africa is of strategic militaryimportance. nomena which share aces and regions, henomena are closely hile others merely ere and may have no ce upon the others.- which are tied to- result in places distinctive character.

e of location depends- velopments both with- the area. -21-

of Africa need to concern us? Why or why not?

9. Project a table or a graph showing mineral resources Use as current d in Africa. Also project a table showing American im- possible. ports of such minA.rakt. *in.wss: Why may our need to import such minerals grua What would be the effect on the U. S.if the communist countries got control over these resources?

10. Have pupils look at a world map. Ask: Why do you think World map. this unit will focus upon only Africa south of the Sahara instead of on the continent as a whole? (Review what pupils learned in the junior high school about the culture area of North Africa.) Why is Africa of strategic importance to the U. S. and to Europe? Although Egypt and the Suez Canal and the rest of North Africa may be of more strategic importance in some ways, why would it be militarily dangerous to the U. S. and Europe if the rest of Africa were to fail under communist domination?

11. Ask: How many of you had relatives who served in North Africa during World War II? Ask these students who did -21- ca need to concern us? Why or why not?

a table or a graph showing mineral resources- Use as current data as ca. Also project a table showing Americanim- p&ssible. f such minnraiz, E,in-:oss: Why may our need to such minerals grov.?What would be the effect U. S.if the communist countries 'got control ese resources?

pils look at a world map. Ask: Why do you think World map. it will focus upon only Africa south of the instead of on the continent as a whole? (Review pils learned in the junior high school about ture area of North Africa.) Why is Africa of Sic importance to the U. S. and to Europe? kh Egypt and the Suez Canal and the rest of frica may be of more strategic importance in Sys, why would it be militarilydangerous to S. and Europe if the rest of Africa were to 'der communist domination?

T4 many of you had relatives whc servedin North during World War 11? Ask these students who did -22-

G. National power is affect-33 by many qt. Africa's rising nationalism, r factors other than military strength. against colonialism, and indep (Nations may pool their power behind movement: have led to the treat common goals.) many new nations which now hol bership in the U. N., each wit The members now hold a strong block in the U. N.

G. Living levels in the U. S. are very D. At the present time both communis high compared to those in mostcoun- communist countries are competing tries. fluence within the new African na

S. Sets up hypotheses.

A. IS CURIOUS ABOUT SOCIAL DATA.

G. Any decision is,in part, a product of the internalized values, the perceptions, and the experiences of the persons making the decision. -22-

is affect-,3 by many , r 4. Africa's rising nationalism,reaction dep than military strength. against colonialism, and independence eat 1 their power behind movement have led to the creation of hol many new nations which now hold mem- wit bership in the U. N., each withone vote. ng The members now hold a strong voting block in the U. N. nis in the U. S. are very D. At the present time both communistand non- ing to those in most coun- communist countries are competing forin- na fluence within the new African nations. ses

T SOCIAL DATA.

, in part, a product lized values, the d the experiences making the decision. -23-

to find out why Africa was consideredimportant militarily during that war. If no one had a relative serving in North Wrica, have a student look up and report on the military importance of Africaduring that war. 12. Have pupils compare two maps, one a political mapof Political Maps of Africa in 1945 end one a political map of Africa to- 1945 and today. day. Ask: What do you notice about changes whichhave taken place? Goldschmidt, The States and Africa Put on the chalkboard figures for the numberof African MTER7FTFFIFFFq members of the U. N. in 1945 and the number today. Ask: Why is this growth in numbers important for the U. S.?

13. Place on the chalkboard a series offigures on per See Woddis, AGric capita income in different African statesand on life Roots of Revolt, expectancy rates or infant mortality ratesin such 213, and others. states. Then place other figures on theboard or show the table showing the richness ofAfrican mineral re- Also see as curre sources. as possible.

Discuss: Why do you think this poverty existsin a continent which has such rich resources? Letpupils set up hypotheses. Also discuss:What effects do you think the poverty might have upon politicaldevelop- ments within the African countries?Upon their relations with the rest of the world?

14. Quote Woddis to the effect that the history of Africa has been "a history of robbery--robberyof Africar manpower, its mineral andagricultural resources, and its land." Suggest that pupils try todecide whether this statement is a good summaryof African history as they study what happened in Africain the past. They should also try to decide whether itis a good descrip- -23-

ut why Africa was considered important mili- ring that war. If no one had a relative in North Africa, have a student look up and n the military importance of Africa during so ils compare two maps, one a political map of Political Maps of Africa, Y. n 1945 and one a political map ofAfrica to- 1945 and today. : What do younotice about changes which have The ace? Goldschmidt, The United r States and Af=ir,Fo.-3.. he chalkboard figures for the number of African Check current figures. of the U. N. in 1945 and the number today. Ask: his growth in numbers important for the U. S.? b1-1 the chalkboard a series of figures on per See Woddis, Africa, The It ncome in different Africpn statesand on life Roots of Revolt, pp:77T0, rs. cy rates or infant mortality ratesin such 211, and others. Then place other figures on the board or show urr e showing the richness ofAfrican mineral re- Also see as current data as possible.

Why do you think this poverty exists in a t which has such rich resources? Letpupils ypotheses. Also discuss: What effects do you e poverty might have uponpolitical develop- thin the African countries? Upon their rela- th the rest of the world?

ddis to the effect that the history of Africa "a history of robbery -- robbery of African

, its mineral and agricultural resources, and " Suggest that pupils try to decide whether tement is a good summary ofAfrican history as dy what happened in Africa in the past. They iso try to decide whether it is a gooddescrip- -24-

G. Political conflict may beover economic or non-economic goals.

A. IS COMMITTED TO THE FREEEXAMINA- TION OF SOCIAL ATTITUDES AND DATA.

A. IS CURIOUS ABOUT SOCIALDATA.

G. There are manycauses of-revolutions, E. Racial problems, poverty, although different and inter causes may be more flicts make Africa ripe forrevolut important in one revolutionthan in activity of various kinds. Given another. t munist-non-communist conflictfor i A. a crisis in Africa could easilygra DESIRES TO PROTECT THERIGHTS OF a wider world conflict. MINORITIES. -24--

al conflict may be over c or non-economic goals.

ITTED TO THE FREE EXAMINA- SOCIAL ATTITUDES AND DATA.

OUS ABOUT SOCIAL DATA.

re many causes of revolutions, ate E. Racial problems, poverty, andinternal con- h different causes may bemore flicts make Africa ripe for revolutionary nt in one revolution than in t activity of various kinds. Given thecom- )r munist-non-communist conflict for influence, gr a crisis in Africa could easilygrow into TO PROTECT THE RIGHTS OF a wider world conflict. 1ES. -25-

tion of the present-daysituation.

Discuss: If this statment isaccurate, how is it likely to affect the African situation inthe coming years? Suppose it is not accurate,Does this make any difference if the African peoplebelieve it is true? Why or why not?

15. Tell pupils just brieflyabout the communist charges of neo-colonialismagainst the U. S. Quote Brezezinski on the advantages which the communistsface in a cussion of colonialism.Discuss: What possiblepro- blems does this chargeor the anti-colonial feelings of Africans pose for theU. S.? Have pupils discuss possible courses of actionwhich U. S. might take. Postpone thorough discussionuntil the end of unit.

Now put figureson the chalkboard for results ofa poll of African students fromFrench-speaking states in 1962 on the kind of economicsystem which they would like to see in their own countries. Discussthe implications of the results which showedsuch favorableresponses to a Soviet model of economicsystem. 16. Read aloud the paragraph from Sterlingdescribing the communist operations whichwere uncovered in Ghana after the 1966 revolt.

17. Put figureson the chalkboard to show the overwhelming number of African peopleas compared to white people in some of the countriessuch as South Africa. The, mention just oneor two of the kinds of restrictions on the African people. Perhapsproject several pictures showing theirtreatment by white people. Ask: What problems arise from thisracial distribution and the present laws? -25- the present-day situation.

If thit statment isaccurate, how is it likely the African situation in thecoming years? tis not accurate. Does thismake any dif- if the African peoplebelieve it is true? Why t? ils just briefly about thecommunist charges lonialism against the U. Bezezirmki, Africa and the S. Quote Brezezinski Communist World, p. 206. vantages which the communists facein a dis- f colonialism. Discuss: Whatpossible pro- s this charge or the anti-colonialfeelings ns pose for the U. S.? Have pupilsdiscuss courses of action which U. S. mighttake. thorough discussion until theend of unit. igures on the chalkboard for results of a poll Brezezinski, p. 207. n students from French-speakingstates in 1962 nd of economic system whichthey would liketo eir own countries. Discussthe implications of is which showed such favorableresponses to a del of economicsystem. d the paragraph from Sterling describing the Sterling, "Ghana Getsa operations which were uncoveredin Ghana 1966 revolt. Second Chance," p. 25. es on the chalkboard to show theoverwhelming African peopleas compared to white people f the countries suchas South Africa. Thei ust one or two of the kinds ofrestrictions rican people. Perhaps projectseveral pictures heir treatment by whitepeople. Ask: What arise from this racialdistribution and the aws? -26-

aggresion. G. Frustration may lead to

A. VALUES HUMAN DIGNITY.

A. DESIRES TO PROTECT THERIGHTS OF MINORITIES.

A. IS CURIOUS ABOUT SOCIALDATA.

G. Frustration may lead toaggresion.

G. The world is a community ofinter- dependent countries. Important happenings in one part of the world affect other parts.

product F. The U. S. faces seriouspolicy decis G. Any decision is, in part, a the the its relations with Africa, and of the internalized values, affected by perceptions, and the experiences of our policies will be mestic affairs as well as bywhat w( of the persons making thedecision. -26- ion may lead to aggresion.

UMAN DIGNITY.

TO PROTECT THE RIGHTS OF ES.

US ABOUT SOCIAL DATA.

ion may lead to aggresion. 1

Idis a community of inter- nt countries. Important gs in one part of the ffect other parts. ision is,in part, a product F. The U. S. faces serious policy decisions il internalized values, the its relations with Africa, and the success ions, and the experiences of our policies will be affected by our do- Dersons making the decision. mestic affairs as well as by what we do abroad. -27-

18. Prepare a bulletin board illustratingsome of the restrictions and poor treatment of African people by the white minorities. Or preparea bulletin board showing past serious racial conflicts in Africa (e.g. Mau Mau, Sharpesville, Belgian Congo, etc.)Discuss the importance of such conflict for the peoples of Africa and for the world as a whole.

19. Show the feature film Cry the Beloved Country,or ar- range to have local movie theather show it and to take the class to see it. Discuss the film andthe problems raised by it. Tell the pupilsthey should try to find out the answers to the following questions as they study this unit: What has happened in South Africa since the bookupon which the film was based wids written? Have conditions gotten betteror worse? To what degree do other countries in Africaface similar problems?

20. Discuss: What might be the effectsupon the communist- non-communist struggle in Africa if the racialproblem is not solved? What implications doesthis have for the U. S.? Is this the onlyreason Americans should be concerned? Why or why not?

21. Suggest a hypotheticalsituation in which the Africans revolt against white dominationor in which one group revolts against a current ruler. Ask: Whymight such a revolt lead to a world crisis?

22. Read aloud the incidentreported by Goldschmidt on the way in which a Ghana government officialwas treated by an American restaurant in thiscountry. Discuss: How may our own racial problems affectour relations with Africa? -27-

e a bulletin board illustrating some of the re- ions and poor treatment of African people by ite minorities. Or prepare a bulletin board g past serious racial conflicts in Africa (e.g. u, Sharpesville, Belgian Congo, etc.) Discuss portance of such conflict for the peoples of and for the world as a whole.

he feature film Cry the Beloved Country,or ar- Cry the Beloved Country. to have a local movie theather show it and to he class to see it. Discuss the film and the ms raised by it. Tell the pupils they should find out the answers to the followingquestions y study this unit: What has happened In South since the book upon which the filmwas based itten? Have conditions gotten betteror worse? t degree do other countries in Africa face r problems?

: What might be the effects upon the communist- unist struggle in Africa if the racial problem solved? What implications does this have for S.? Is this the only reason Americans should be ned? Why or why not?

t a hypothetical situation in which the Africans against white dominationor in which one group s against a current ruler. Ask: Why might such It lead to a world crisis?

loud the incident reported by Goldschmidton the Goldschmidt, The United States which a Ghana government officialwas treated and Africa, p.T. American restaurant in this country. Discuss:How r own racial problems affect our relations with -28-

G. The formal distinction between do- 1. Africans have been greatly influ mestic and foreign policy isin- American ideas about freedom and creasingly unclear. rights of man, yet they have als the racial discrimination in the G. Military capacity is an important What we do internally with our o factor in the development of na- problems will affect our relatio tional power, but not the only one the new African nations. or even the dominant one.

G. Cultural traits may change as a result of diffusion.

G. Any decision is,in part, a product of the internalized values, the perceptions, and the experiences of the persons making the decision.

G. The world is a community of inter- 2. Foreign policy decisions are com dependent countries. Important hap- by a conflict over competing val penings in one part of the world interests. affect other parts.

S. Skims to locate information.

S. Considers alternative courses of action.

S. Recognizes limitations of data.

S. Identifies value-conflicts.

A. IS CURIOUS ABOUT SOCIAL DATA. -28- influenced by do- 1. Africans have been 9-eatly ;mai distinction between the and foreign policy isin- American ideas about freedom and , rights of man, yet they have alsowatched ngly unclear. the racial discrimination inthe U. S. racial important What we do internally with our own dry capacity is an with in the development of na- problems will affect our relations power, but not theonly one the new African nations.

.?.n the dominant one.

-al traits may change as a re- 5f diffusion. recision is,in pert, a product e internalizedvalues, the ptions, and the experiences e persons making thedecision. orld is a community of inter- 2. Foreign policy decisions are complicated dent countries. Important hap- by a conflict over competing values and gsin one part of the world interests. t other parts.

o locate information.

ders alternative courses o b. sizes limitations of daa.

ifies value-confl;:ts.

RIOUS ABOUT SOCIAL DATA. -29-

23. Review with pupils the Atlantic charter and Roosevelt's statement on freedoms. Ask: What effect do you think such statements might have upon colonial peoples? What other kinds of statements and actions in the U. S. might influence Africans to work for independence? What effect do you think our racial policies will have upon Africans' willingness to believe our democratic pronouncements?

24. Prepare a bulletin board display illustrating 6.-1! importance of Acrica by using newspaper headlines about current situations.

25. Have pupils examine newspapers fora week to locate refer- ences to Africa. (Review techniques for skimming newspapers to locate information.) List some of the topicson the board to illustrate some of the current problems in Africa.

26.If there is a current crisis related to Africa,have pupils read about it briefly and discuss possible alternative courses of action. Ask: What additional information doyou think you need before coming to any conclusions? Why?

27. Give pupils some of the questions on the Great Decisionsi. Great Decisions, .1966 pre-opinion ballot or the questions on some published -29-

with pupils the Atlantic charter and Roosevelt's state- freedoms. Ask: What effect do you think such state- night have upon colonial peoples? What other kinds of ents and actions in the U. S. might influence Africans k for independence? What effect do you think our racial es will have upon Africans' willingness to believe our atic pronouncements? e a bulletin board display illustrating the importance ica by using newspaper headlines about current situations.

Jpils examine newspapers fora week to locate refer- to Africa. (Review techniques for skimmingnewspapers ate information.) List some of the topicson the _o illustrate some of the current problems in Africa. reis a current crisis related to Africa,have pupils out it briefly and discuss possible alternative of action. Ask: What additional information doyou ,ou need before coming to any conclusions? Why?

upils some of the questions on the Great Decisionsj.Great Decisions, 1966 re-opinion ballot or the questions on some puolisned -30-

S. Considers alternative courses of action.

Sets up hypotheses. a. Since there is a strugg between democratic and forces other than commu S. Identifies value-conflicts. the U. S. faces serious sions as it deals with G. Although culture is always changing, certain partsor elements persist which are controlled by over long periods oftime.

A. IS SCEPTICAL OF PANACEAS.

S. Identifies value - conflicts. b. At times the U. S. fact pect of either antagoni of the African nations ropean allies. This cor foreign policy decision very difficult inthe r

A, IS CURIOUS ABOUT SOCIAL DATA. -30-

alternative courses of

ugg a. Since there is astruggle going on nd vpotheses. between democratic andnon-democratic forces other than communistforces, ous s value-conflicts. the U. S. faces seriouspolicy deci- th sions as it deals with pvernments b culture is always changing, which are controlled by strong men. arts or elementspersist periods of time.

ICAL OF PANACEAS.

ac b. At times the U. S. facesthe pros- on es value-conflicts. pect of eitherantagonizing some ns of the African nations orits Eu- co ropean allies, Thisconflict makes iv foreign policy decision-making le very difficultin the modern age.

US ABOUT SOCIAL DATA. -51-

opinion poll related to Africa. Or make up your own questions. Save responses to check against opinions at the end of the unit. Discuss results only briefly at this time to point up either: (a) differences among class members or (b) differences between the class and public results.

28. Cite one example of an African country which has strong- man government. Discuss: What do you think the U. S. should do in relationship to this government? What problems are created for us regardless of what stand we take in our relations with this country? (Do not discuss these questions thoroughly at this point, but just raise problems and ask pupils to consider them at more length as they study the unit.) Also discuss: Do you think _hat we should expect African nations to develop the same kind of democratic governments that we have? Why or why not? How will our reaction to such a question affect U. S. policy? Suggest that pupils keep these questions in mind as they study the unit. They will return to them in more detail after they have developed a better background on African affairs.

29. Ask: What did you learn last year about some of the problems the U. S. faces in dealing with colonies or ex-colonies of our European allies? Suggest that students look for similar examples as they study this unit.

30. Quote several authors on the importance of the changes Nielsen, African going on in Africa today and the implications of these changes for the U. S. (See Nielsen, p. 3, paragraph 3, Shepherd, Politi or p.10, last paragraph, and p. 11, paragraph 3, or African National page 12, paragraph 3. See Shepherd, p. 190, paragraph -31-

related to Africa. Or make up your own eve responses to check against opinions f the unit. Discuss results only briefly to point up either: (a) differences members or (b) differences between the blic results.

mpie of an African country which h.'s strong- nt. Discuss: What do you think the U. S. relationship to this government? What pro- eated for us regardless of what stand we relations with this country? (Do not dis- uestions thoroughly at this point, but roblems and ask pupils to consider them th as they study the unit.) Also discuss: that we should expect African nations to same kind of democratic governments that or why not? Now will our reaction to ion affect U. S. policy? Suggest that these questions in mind as they study the ill return to them in more detail after veloped a better background on African

d you learn last year about some of the U. S. faces in dealing with colonies or of our European allies? Suggest that stu- or similar examples as they study this

can 1 authors on the importance of the changes Nielsen, African Battleline. Africa today and the implications of these it! the U. S. (See Nielsen, p. 3, paragraph 3, Shepherd, Politics of ma st paragraph, and p.11, paragraph 3, or African NaTTOTOTEK agraph 3. See Shepherd, p. 190, paragraph S. Considers the relevance of each of the social science disciplines, and uses the types of questions asked and the analytical concepts used in TWfilevant disciplines to help -33-

1, and beginning of paragraph 3 or the quotation from Goldschmidt, e a South African writer on page189. Goldschmidt, quo- and Africa. tation from Bowles on p. 13. The Annals, July, 1964, p. 120, col. 2, paragraph 2 TFERiTTect that "De- The Annals, July mocracy is on trial ....")

31. Display books about Africa and give pupils an anno- tated list of books. Then let them have a browsing period in which they can locate a book which they would like to read and begin reading it. Do this before pupils make a final selection of projects on which they would like to work.

32. Discuss: Eow does a study of Africa relate to other questions which we have studied thus far this year? What light may it throw on some of the problems we have studied earlier?

33. Give pupils an overview of the unit. Let them suggest additional questions wh:rh they wish to investigate. Or let them plan the unit completely, suggesting and organizing questions to be studied and identifying individual and small group projects. Whether the unit is planned completely by pupils or whether they plan only some of the questions and activities, do the following activity (# 34). Also let pupils have some choice as to which indivtdual and small group activities they will participate in. Make out a tentative unit calendar and tell pupils when they should plan to be ready with their projects.

34. Ask: What kinds of help do you think you can get from the different SOCi21 nci.lInces as you study American policies toward Africa. What kinds of questions would practitioners of each discipline ask? What kinds of analytical concepts would they use in examining data? -.33- e eginning of paragrapf 3 or the quotation from Goldschmidt, ed., The U.S African writer on page 189. Goldschmidt, quo- and Africa. min Bowles on p. 13. The Annals,July, 1964, uly col. 2, paragraph 2 to the effect that "De- The Annals, July, 1964. is on trial....")

books about Africa and give pupils an anno- st of books. Then let them have abrowsing n which they can locate a bookwhich they ke to read and begin reading it. Do this be- lls make a final selection of projects on ey would like to work.

How does a study of Africa relate to other s which we have studied thusfar this year? ht may it throw on some of the problems we died earlier?

ils an overview of the unit. Let them suggest ol questions wil:nh they wish to investigate. them plan the unit completely, suggestingand ing questions to be studied andidentifying al and small group projects. Whether theunit ned completely by pupils or whether theyplan e of the questions and activities, dothe ng activity (#34). Also let pupils have some as to which indivtdual and small groupactivi- ey will participate in. Make out atentative lendar and tell pupils when they Should plan eady with their projects.

at kinds of help do you think you can getfrom ferent sociel nci,-:nces as you studyAmerican s toward Africa. What kindsof quescions would loners of each discipline ask?What kinds of al concepts would they use in examiningdata? hi, analyze the problem.

A. VALUES KNOWLEDGE FOR THE SAKE OF KNOWLEDGE, AS A MEANS OF HELPING MAN UNDERSTAND THE WORLD IN WHICH HE LIVES.

G. Man uses his physical environment li, Man uses his physical environment in terms of his cultural values, his cultural values, perceptions, perceptions, and level of techno- of technology. logy. A. The significance of the locatio The significance of location de- south of the Sahara has depende pends to a large extent upon extent upon cultural developmen cultural developments within and the location has been important outside of an area. reasons.

S. Se11.11222,4E1Y2215A.

1. The importance of the souther western ccasts of Africa are significant in terms of inter trade today than before the t of the Suez Canal,

S. Sets up hypothesis. 2. The location of Africa .prior velopment of navigational in S. Tests hypotheses against data. tended to help isolate Afric Western European penetration S. Looks for relationships among events. trade for many years.

G. The significeoce !raticen c:spends to a large extent upon cultural developments within and outside of an area. -34-

the problem.

LEDGE FOR THE SAKE OF AS A MEANS OF HELPING TAND TA WORLD IN WHICH

is physical environment nt Man uses his physical environmentin terms of s, his cultural values, his cultural values, perceptions,and level and level of techno- of technology. do A. The significance of the locationof Africa nde icance of location de- south of the Sahara has dependedto a large men large extent upon extent upon cultural developments, although ant velopments within and the location has been important forclimatic an area, reasons. otheses. the 1. The importance of the southernand are western coasts of Africa are less me significant in terms of international he I trade today than before the building of the Suez Canal. for otheses. 2. The location of Africa prior to the de- in velopment of navigational instruments ric theses against data. tended to help isolate Africa from ion Western European penetration and even -elationshi s amongevents. trade for many years.

icaoc;-1 Ic7.zatirm L:spends extent upon cultural de- within and outside of an -35-

What advantages would astudy of Africa have forthese social scientists otherthan the practical oneof helping determine foreignpolicy decisions related to Africa?

beliVoinental ,ctivities World map, globe. 35. Have pupils look atboth a world map and at aglobe. Ask: What significance do youthink Africa's location might have had? Let pupils set uphypotheses about possible effects to check asthey proceed with this unit.

comparative distances Deasey, et. al., The V 36. Project a map of Africa showing Nations, p. 880. between Liverpool and Singaporeby way of Suez Canal Discuss: How did the buildingof and around the Cape. and the Suez Canal change thesignificance of the Cape other parts of West Africa? World Atlas. 37. Have pupils examine a mapshowing ocean currents and trade winds in the Atlantic.Ask: Why would it bedif- Davidson, Guide, pp. ! ficult to take sailing ships downthe West coast of Africa from Europe and back againif they had to sail close to shore in order tofind their way? Why would the invention of navigationalaids by which men could steer by the stars encourageexploration of the West Coast of Africa? Have apupil check to find outwhen the early navigationalinventions were made in relationship to the firstetforts of Europeans toexplore the West Coast ofAfrica. He should reportback to class. -35- would a study of Africahave for these s other thanthe practical one of ne foreign policydecisions related to

ities World map, globe. k at both a world mapand at a globe. ficance do you thinkAfrica's location Let pupils set uphypotheses about s to check asthey proceed with this

World's comparative distances Deasey, et. al., 11i f Africa showing Nations, p. 880. of and Singapore by wayof Suez Canal Cape. Discuss: How didthe building of change the significanceof the Cape and West Africa? World Atlas. amine a map showing oceancurrents and Why would it be dif- the Atlantic. Ask: Davidson, Guide, pp.59-61. sailing ships down theWest coast of rope and backagain if they had tosail in order to findtheir way? Why would of navigational aidsby which men could tars encourageexploration of the West a? Have a pupilcheck to find out when gational inventions weremade in rela- e firstefforts of Europeans toexplore of Africa. He shouldreport back toclass. -36-

S. Sets up_hypotheses. 3. The location of Africa in rel to Asia Minor and India affed early cultural development,

G. Culture traits may change through a process of diffusion.

S. Sets up hypotheses.

G. Man uses his physical environment 4. The location south of a great in terms of his cultural values, region was far more important perceptions, and level of techno- to modern types of transporta logy. than itis today.

G. The significance of location depends to a large extent upon cul tural developments within and out-. side of an area.

G. Temperature is affected by the dis- 5, The location of Africa in rel tance from the equator, elevation, to the equator has affected t distance from warm water bodies, However, the high elevations ocean currents, prevailing winds, Africa make the areas less tic physical features which block winds be expected given their locat from certain directions, and by air pressure systems. -36-

rel otheses. 3. The location of Africa in relationship Ffe to Asia Minor and India affected its t. early cultural development.

its may change through f diffusion.

potheses. rea s physical environment 4. The location south of a great desert tan f his cultural values, region was far more important prior )rt s, and level of techno- to modern types of transportation than itis today.

icance of location de- large extent upon cul-- lopments within and out., area.

rel eis affected by the dis- 5, The location of Africa in relationship ad the equator, elevation, to the equator has affected temperature. )ns rom warm water bodies, However, the high elevations in MUCh of sh ents, prevailing winds, Africa make the areas less hot than might oca eatures which block winds be expected given their location. in directions, and by air ystems, -37-

38. Now have pupils examine a map showing water currents World Atlas. and trade winds to the east of Africa. Ask: Would people coming from Asia Minor or India have had the same difficulties as those sailing from Western Europe? Why or why not? What effect might this difference have made upon trade contacts of the peoples of different parts of Africa with other parts of the world? Let pupils set up hypotheses about differences in time of extensive contacts and about what kinds of trade might have developed along the eastern African coast. They should check these hypotheses as they study the history of Africa prior to European colonization.

39. Review with pupils what they learned in the eleventh grade about the diffusion of agricultural patterns from Asia Minor to early Egypt. Ask: What path might such cultural traits follow in diffusion to southern parts of Africa? Set up hypotheses to check later.

40. Discuss: How has the significancee the Sahara Desert Goodes's World At for Africa south of the Sahara changed as the result of modern inventions? Have a pupil investigate air traffic across the Sahara.

41. Have pupils _xamine a globe or a world map to notice Wall map or pro Africa's location in relationship to the equator. Ask: such as Kohn an What would you expect to be true about the temperatures World Today, at in different parts of Africa because of Africa's loca- 1. tion? What other factors might affect temperature? Have pupils examine a physical map of Africa to decide wheth- See good text o er physical features might affect temperatures. Let geography or se -37-

upils examine a map showing water currents World Atlas. winds to the east of Africa. Ask: Would in from Asia Minor or India have had the iculties as those sailing from Western Europe? y not? What effect might this difference have trade contacts of the peoples of different Africa with other parts of the world? Let t up hypotheses about differences in time of contacts and about what kinds of trade might loped along the eastern African coast. They eck these hypotheses as they study the his- frica prior to European colonization.

th pupils what they learned in the eleventh ut the diffusion of agricultural patterns Minor to early Egypt. Ask: What path might ural traits follow in diffusion to southern Africa? Set up hypotheses to check later.

I A How has the significance of the Sahara Desert Goodes's World Atlas. a south of the Sahara changed as the result inventions? Have a pup". investigate air cross the Sahara.

wo ils -xamine a gime or a world map to notice Wall map or project map an l'cation in relationship to the equator. Ask: such as Kohn and Drummond, at Id you expect to be true about the temperatures laitilaax, atlas section rent parts of Africa because of Africa's loca- at other factors might affect temperature? Have :o xamine a physical map of Africa to decide wheth- See good text on physical se cal features might affect temperatures. Let geography or see Meyer -38-

S. Draws inferences from maps.

S. Sets up hypotheses,.

S. Tests hypotheses against data.

S. Sets up hypotheses.

G. Temperature is affected by elevation.

G. Seasonal variations tend to be less in areas close to the equator.

G. Rainfallis affected by distance 6. The location of Africa in ter from bodies of water, ocean cur- low air pressure systemsand c rents, wind direction, air pres- fects temperature and rainfa sure systems, temperature, and fall patte.-n in Africa is aff physical features which block winds location and air pressure sys carrying moisture, currents than by nearness to water or physical features. G. Winds which blow over cold water bodies are cooled and tend to pick up moisture when they warm up as they ?ass over land areas which are hot. -38-

erences from maps.

ypotheses.

otheses against data.

ypotheses.

re is affected by ...

variations tend to be less close to the equator.

ter is affected by distance 6. The location of Africa in terms of high and nd es of water, ocean cur- low air pressure systems and ocean currentsaf- infa nd direction, air pres- fectc temperature and rainfall. The rain- aff ems, temperature, and fall pattern in Africa is affected mcre by sys features which block winds location and air pressure systems and ocean to moisture. currents than by nearness to bodies of warm I. water or physical features. ch blow over cold water e cooled and tend to pick re when they warm up as over land areas which -39-

pupils set up hypotheses and test against a tempera- and Streitelmeier, ture map. 5 ra h yin World Sot PP.

42. Show pictures of such mountains as Mt. Kilimanjaro or Brown, Africa, pp. Mt. Kenya. Ask: Where would you expect to find such mountains which are snow-covered all year round? Have pupils locate them on a physical map by using an atlas index. Discuss: How can mountains be snow-covered on or so close to the equator?

43. Ask: Given the location of Africa, what would be true See transparency 8 about the seasons in Africa south of the equator?What Milliksn's Map Out, would be true about temperature variations from one of Africa. season to another? Have pupilscheck temperature charts and maps. Deasy, et. al. Wor Nations, p. 85563

Kimble and Steel, Africa Today, p. r

44. Have pupils examine the physical map and try to decide See Map 7 in Milli what might be true about rainfallin different parts Map Outlines of Af of Africa. let them set up hypotheses on the basis of for average annual what they have learned so far. Now have them check cipitation transpa these hypotheses against: a rainfall map of Africa.The chgrocs are that the rainfall maps will not support Eiselen and Uttley their hypotheses. Ask: What other factors might be im- p. 12. (rainfall m portant in determining the amount of rainfall? average annual).

Have pupils examine the climatic zones in Africa. Ask: Kimble and Steel, What do you notice about zones north and south of the Africa Today, p. 1 equator? Now show pupils a map showing high and low rainfall). -39- er, up hypotheses and test against atempera- and Streitelmeier, Geo- So ra h in World SocleTy, pp.

PP. res of such mountains as Mt.Kilimanjaro or Brown, Africa, pp. 269. Ask: Where would you expect to find such thich are snow-covered all year round? Have to them on a physical map by using anatlas cuss: How can mountains besnow-covered on e to the equator? y8 the location of Africa, what would be true See transparency 8 in Out seasons in Africa south of theequator? What Millikan's Map Outlines rue about temperature-variationsfrom one of Africa. another? Have pupils check temperaturecharts Wor Deasy, et. al. World's m Nations, p. 855T1715FL

1 Kimble and Steel, Tropical 1 Africa Today, p. 177415ii.

111 s examine the physical map and try todecide See Map 7 in Millikan's Af be true about rainfall in different parts Map Outlines of Africa mal Let them set up hypotheses on the basisof for average annual pre- spa have learned so far. Now have them check cipitation transparency. theses agait3t a rainfall map of Africa.The ley e that the rainfall maps will not support Eiselen and Uttley, Africa, theses. Ask: What other factors might be im- p. 12. (rainfall map- determining the amount of rainfall? average annual).

s examine the climatic zones in Africa. Ask: Kimble and Steel, Tro ical u notice about zones north and south of the Africa Today. p. 1 on ow show pupils a map showing high and low rainfall). -40-

S. Draws inferences from mates,,.

S. laststapostgesesaainst data.

A. IS SCEPTICAL OF THE FINALITY OF KNOWLEDGE; CONSIDERS GENERALIZA- TIONS AND THEORIES AS TENTATIVE, ALWAYS SUBJECT TO CHANGE IN THE LIGHT OF NEW EVIDENCE.

A, SEARCHES FOR EVIDENCE TO DISPROVE HYPOTHESES, NOT JUST TO PROVE THEM.

G. The topography of a region may set B. Africa's coastline, fae Sahara De up limitations upon man's activi- river system with it; many rapids ties given a specific level of physical relief, the diseases technology, but man has learned to areas, have helped make it diffic overcome many of the earlier lim- easily across the continent. Lowe itations. tural factors have also helped sl movement. S, Sets up hypotheses.

S. Tests hypotheses against data.

G. Water power may be used to create electricity needed to run machines in factories. -40-

:es from maps.

ses against data.

F THE FINALITY OF SIDERS GENERALIZA- DRIES AS TENTATIVE, T TO CHANGE IN THE EVIDENCE.

EVIDENCE TO DISPROVE OT JUST TO PROVE

D y of a region may set B. Africa's coastline, the Sahara Desert, the id s upon man's activi- river system with its many rapids because of s specific level of physical relief, the diseases in tropical fi ut man has learned to areas, have helped make itdifficult to move ow of the earlier lim- easily across the continent. -Iowever, cul- s 1 tural factors have also helped slow down movement. heses.

ses against data.

ay be used to create eeded to run machines -41-

45. Have pupils lookut a physical map of Africa. Ask: Why Teacher may want t might Europeans have been slow in moving into the in- Hodgson and Stonem terior for trade or military domination? Let pupils Chan in Ma of Af set up hypotheses. Then draw the'r attention if nec- PP. on coasts essary to the Sahara Desert. Ask: What effect might this have had? Do you think there could have been any Deasy, et. al. W trade across it in earlier states of-technology? Why Nations, p. 854 or why not? Reserve hypotheses for testing against waterways). historical data kn the next part of the unit.

Call attention of pupils to the smooth coastline of Africa. (Use a wall map of if oossible larger scale map of at least sentica.1 of the African coastline.) What do you notice about harbor potentials? Now locate several important natural harbors. Ask: What natural access do they have into the interior? Call attention of pupils to the great rivers. Project a map on navigable waterways in Africa. Ask: What do you notice about the rivers, including the Nile River? Compare this map with a map of rivers and lakes. Ask: Why aren't the rivers shown on the second map shown more fully in the map on navigable waterways? -41-

t t s looktt a physical map of Africa. Ask: Why Teacher may want to read nem peans have been slow in moving into the in- Hodgson and Stoneman, Af trade or military domination? Let pupils Chan in Ma of Africa, ast °theses. Then draw the'r attention if nec- ppe on coasts. the Sahara Desert, Ask: What effect might had? Do you think there could have been any Deasy. et. al. World's ss it in earlier states of technology? Why Nations, p. 854 Tnavigable ? Reserve hypotheses for testing against waterways). data in the next part of the unite

tion of pupils to the smooth coastline of se a wall map of if oossible larger scale least sentica2 of the African coastline.) u notice about harbor potentials? Now lo- al important natural harbors. Ask: What cess do they have into the interior? Call of pupils to the great rivers. Project a igable waterways in Africa. Ask: What do about the rivers, including the Nile spare this map with a map of rivers and : Why aren't the rivers shown on the second more fully in the map on navigable water- -42-

G. Man changes the character of the earth.

G. Unevenly distributed phenomena C. Types of agriculture in a region c form distinctive patterns on the upon a nation's culturalvalues, map. ions, and technology as well as Uf climate, soils, and physical reli( S. Sets up hypotheses. 1. A large part of Africa southo' S. Tests hypotheses against data. Sahara has poor soils, land wh too dry or too wet, andland wl is too rugged for good agricul conditions, g.ven present levee technology. I

-42-

s the character ofthe

on istributed phenomena C. Types of agriculture in aregion depend s, nctive patterns on the upon a nation'scultural values, percept- s u ions, and technology as well as upon eli climate, soils, and physicalrelief. potheses. h o 1. A large part of Africa southof the wh is )theses against data. Sahara has poor soils, land which d w too dry or too wet, andland which cu 1 is too rugged for goodagricultural eve conditions, given present levelsof technology. -43- If necessary, ask pupils to note the sharp rise in physical elevation close to the coast. Ask: What would this mean about navigation possibilities?

Now have a pupil give a report on difficulties of river Stavrianos, A Gloh transportation in Africa. He should note such things as of Man, pp. 661-61i sand bars at the mouths of rivers as well as specific information about navigational difficulties on the rivers. Afterwards compare the African situation with that in the U.S., Europe, Soviet Union, China, and India.

Now ask: What possible advantages might present-day Af- Goodes World Atla ricans find in this kind of river system?How might they overcome navigational difficulties?Quote a geography text on the great potential for water power. Or show a map or a chart illustrating the water power potential in Africa as compared to that in the U.S.

46. Have a pupil report briefly on how African countries are trying to overcome their lack of good harbors., eiroirc3r7gf,rlila.111%

47. Have pupils use climatic maps to try to predict natural Eisen and Uttley, vegetation zones in Africa. Have them check their hy- P.12. potheses against a vegetation map of Africa. Use pictures to illustrate what the different areas look like. Atlas. Or_Joy:, Em Africa, p. 47. Ni7aiscussion in Wheeler, et. al., Geography of the' 41-42. Rosberg, Africa a World Today, p. - 43- sary, ask pupils to note the sharp rise in phys- vation close to the coast. Ask: What would n about navigation possibilities?

a pupil give a report on difficulties of river Stavrianos, A Global History tation in Africa. He should note such things as of Man, pp. 661-62. s at the mouths of rivers as well as specific ion about navigational difficulties on the rivers. ds compare the African situation with that in the rope, Soviet Union, China, and India.

What possible advantages might present-day Af- Goodes World Atlas. ind in this kind of river system?How might they navigational difficulties?Quote a geography the great potential for water power. Or show a chart illustrating the water power potential in s compared to that in the U.S. upil report briefly on how African countries are Hance, African Ec. Dev- o overcome their lack of good harbors. elopment, pp. 119-135. ils use climatic maps to try to predict natural Eisen and Uttley, Africa, on zones in Africa. Have them check their hy- p. 12 against a vegetation map of Africa. Use pic- illustrate what the different areas look like. Atlas. Or Jot, Emerging Africa, p. 17. See in Wheeler, et. al., Reg. Geography of the WbiTd, pp. 441-4Z. Rosberg, Africa and the 4orldTodii777157----- S. Sets up hypotheses.

S. Tests hypotheses against data.

G. Vegetation is affected by seasonal variations in precipitation, as well as by the total.amount of precipitation..

G. The land in hot regions dries fast as the warm air picks up moisture; therefore, more rain is needed to grow crops or vegetatiGn in these regions than in regions which are not so hot. 41

G. Climate may set up lir;tetiors upon man's activities Oven a specific level of technology, but man has learned to overcome many of the earlier limitations,

S. Sets up hypotheses. -45- For a vegetation m parency, see Milli Outlines of Africa For pictures, see Africa.

48. Show the class figures or a map on total rainfall am- Joy, Emerging Afri ounts for some parts of Africa where there are savannas. or Kohn and Drumm° Ask: Given what we in this country would consider ade- Today, p. 556. quate rainfall for agriculture and trees, why don't these areas have more natural forests?Why do farmers face problems of drought? Have pupils check rainfall maps at different times of year or rainfall charts. Ask: How do these maps help us answer the questions

I raised?

Then have a pupil read to see if he can find out any Atlas. Or Joy, Eme other reasons for lack of trees on savannas. For Africa, p. 19-2 example, he might check on such things as the reg- and Worl ularity of rainfall pattern, evaporation, etc. pp. 543, 563. Bohannan, Africa a ricans, pp. 38-39. TFTrFican Surva, Wheeler, et. al. p

49; Have a pupil pretend that he is a U.N. investigator Wheeler, et. al. for the World Health Organization. He should make Geography of the a report on what he finds out about health con- pp. 45-47. Bohan ditions and diseases in Africa south of the-Sahara. Africa and the Af Discuss: Why isit difficult to eradicate these PP. 45-47. Haile diseases?What effects might the prevalence of such African Survey, p diseases have upon the pattern of white settlement? 1070, 1108 ff. Set up hypotheses to test later. -45- For a vegetation map transparency, see Millikan's MAR Outlines of Africa, A 9, For pictures, see Brown, Africa.

ss figures or a map on total rainfall am- Joy, Emerging Africa, p. 17 me parts of Africa where there are savannas. or Kohn and Drummond, World what we in this country would consi 12r ade- TodJy, p. 556. 11 for agriculture and trees, why don't have more natural forests?Why do farmers s of drought? Have pupils check rainfall erent times of year or rainfall charts. these maps help us answer the questions pupil read to see if he can find out any Atlas. Or Joy, Emerging s for lack of trees on savannas. For Africa, p. 19-2b.-Or Kohn might check on such things as the reg- 5TiaNummond, World Today, ainfall pattern, evaporation, etc. pp. 543, 563. Bohannan, Africa and the Af- ricans, pp. 38 -39. gailey, WWMican Survey, p. 971. Wheeler, et. al. p. 442.

pretend that he is a U.N. investigator Wheeler, et. at., Res. d Health Organization. He should make Geography of the WoTTd, what he finds out about health con- pp. 45-47. Bohannan, diseases in Africa south of the-Sahara. Africa and the Africans, yis it difficult to eradicate these g5745-47. Halley, An hat effects might the prevalence of such African Survey, pp. Tr69- e upon the pattern of white settlement? 1t70, 1106 ff. heses to test later. -46-

G. Soil in a particular placeis affected by the type of basic rockin the rigion; the climate; vegetation;erosion; wind, and rivers which move soil; aswell as by how man teats the soil.

G. Nature changes the face ofthe earth through biotic processes.

S. Sets up hypotheses.

S. Tests hypotheses against data.

G. Types of agriculture in a region depend upon man's cultural values, perceptions, and technology as well as upon climate, soils, and topography, 17, S. Sets up hypotheses.

S. laissalotilmesstdata, I

-47-

See map in Deasy showing the distributionof the tsetse fly. 50. Project a map World's Nations, Ask: What would you expectto find true ofdistribution in Africa? Why? Have apupil report in Halley, Afric of cattle raising pp. 875, 877 or i get rid of the tsetsefly. Or have all pu- on efforts to Drummond, World study on the tsetsefly and discuss pils read the case 564-65.0r in Eis the questions on it. Uttley, Africa,

For the case stu Editors of Curre etc., Africa, Em tions Below the .237ZE. See map in Kohn review what they havelearned about the 51. Have pupils World Today, P. climate of Africa. Letthem set up hypothesesabout them test 69-73 on soil ty soils in different partsof Africa. Then let soils map. Have apupil do these hypotheses against a and See also Bohanna further reading about soilsin the different areas get students and the Africans report to the class.However, first, try to have learned 40. to figure out onthe basis of what they the effects of lackof rainfall in earlier years what Wheeler, et. al. etc. would be in very dry areas, of the World, p.

52. Discuss; What do youthink the agriculturalpotential and then is in Africa? Letpupils set up hypotheses the past. read about farming inAfrica today and in -47-

et. al.,- s y tsetse fly. See map in Deasy, showing thedistribution of the p.'873 or s, distribution World-is, Nations, Id you expect tofind true of African Survey, "rc Have a pupil report in hailleY1 sing in Africa? Why? pp, 875,'877-oi-Th-lcobh-ind the tsetse fly.Or have all pu- Orummond,14orld Today, pp. get rid of and discuss case study onthe tsetse fly 564-65.or iln Eiselenand on it. Uttley, Afiica, p.71.

For the casestudy, see Editors of CurrentEventsL etc., tions 6. hn See map in Kohnand Drummond, have learnedabout the P. review what they World Today, p.69 and pp. rice. Let them set uphypotheses about ty them test 69-73 on soil types. ferent parts ofAfrica. Then let soils map. Have apupil do Africa nna eses against a areas and See also 8ohannan, ing about soilsin the different P137797 ans to getstudents and the Africans, e class.However, first, try they have learned 40. t on thebasis of what lack of rainfall al. ears whatthe effects of Wheeler, et. al., Req.Geoci. etc. P. very dry areas, of the World, p.444.

agricultural potential t do youthink the up hypothesesand then ? Let pupils set the past. farming in Africatoday and in -148-

G. Types of agriculture in a region depend upon man's cultural values, perceptions, and technology as well as upon climate, soils, and topography.

G. Man changes the character of the earth.

G. Man uses his physicalenvironment In terms of his culturalvalues, perceptions, and level of techno- 1 ogy.

G. Types of agriculturein a region depend upon man'scultural values, perceptions, and technologyas well as upon climate, soils,and topography.

2. Cultural values andlevels of u

-48-

yriculture in a region n man's cultural values, s, and technology as on climate, soils, and

the character of the

is physical environment f his cultural values, s and level of techno- griculture in a region n man's cultural values, s, and technology as well imate, soils, and topo-

2. Cultural values and levels of technology -4g-

53. Project maps showingagricultural products in Africa. Philips' Modern Discuss the relationship of theseproducts to climatic Atlas for Afri and soil conditions.

54. Have a pupil give a very brief descril.-ionof shifting Bohannan, Afri cultivation. Ask: What do you think mightbe the advan- Africans, pp. c'qes and disadvantages of suchfarming? Then have the pupil continue his report and point outhow such tech- Halley, Africa niques fit into the climatic and soil conditionswhere they are used. Highsmith, Cas in World Gem

Wheeler, et. a Geogof the W 451-53.

55. Have a pupil report on the study of desertencroachment Gould, Contine in South Africa. Discuss: What might be done to stop pp. 117-122. this desert encroachment? How has man modifiedthe physical environment?

56. Have a pupil give a report on the Ground Mut venture Kohn and Drumm in Tanganyka. Ask: What problems did the Britishface Today, p. 563. that they had not anticipated? What light doesthe venture throw on the possibilities ofusing European Stavrianos, Re or American agricultural techniques in these areas? World Hist., p

-57. Have a pupil give a report on cattlefarmers in Uganda. Thoman and Pat He should point out the manydifficulties facing such on Geographic -49- ern s showing agricultural productsin Africa. Philips' Modern College ri e relationship of these products toclimatic Atlas for Africa. onditions.

ii give a very brief description of shifting Bohannan, Africa and the n. Ask: What'do you think mightbe the advan- Africans, pp. 40-41. disadvantages of such farming? Then have the ca inue his report and point out how such tech- Halley, African Survey. into the climatic and soil conditions where as 'sed. Highsmith, Case Studies in World Geoq., pp. 3-9.

Wheeler, et. al., 12121.. Geog. of the World, pp. 451-53. ne it report on the study of desert encroachment Gould, Continent of Change, frica. Discuss: What might be done to stop pp. t encroachment? How has man modified the nvironment?

Awn it give a report on the Ground Nut venture Kohn and Drummond, World 33. ka. Ask: What problems did the British face Today, p. 563. had not anticipated? What light does the Re row on the possibilities of using European Stavrianos, Readings in .1) n agricultural techniques in these areas? World Hist , pp. 819-b 0.

Pat it give a report on cattle farmers in Uganda. Thoman and Patton, Focus point out the many difficulties facing such on GeographicActivity, Of

-50-

affect land use.

G. Types of agriculture in a region depend upon man's cultural values, perceptions, and technology as well as upon climate, soils, and topography.

S. Sets up hypotheses.

G. Climate may set up limitations upon man's activities given a specific level of techmlgy, but man has learned to overcome.many of the earlier limitations.

G. Nature changes the character of the earth. -51-

farmers, the degree to which they were self-sufficient, PP. 7-11. and the levels of living. Afterwards,discuss: How do cultural values affect these farmers in Uganda?

58. Or have pupils read the case :.tudy on the Masai and Editors of Curre discuss the questions which follow it. etc., Africa, pp

59. Have a pupil prepare a chart comraring dependence upon Wheeler, v. al. subsistence and upon commercial farming in different of the World. parts of Africa. Discuss: What do you think are the causes of the heavy reliance upon subsictencefarming rather than upon commercial farming in large ports of Africa?

60. Discuss: What might be done to improve some of the areas for agricultural purposes? Have pupi; set ip hypotheses and then have a pupil give a report on current work being done to improve agricultural production.

ell pupils about experiments with using sprays of petroleum residues and chemicals to harden sand sur- faces in the Libyan deserts so that Eucalyptus trees could be planted and grown. (Trees were planted in 1961 and were 25 feet tall by 1966 and can probably be harvested for timber if this is desirable by 1976.) Discuss: What implications do you think this experimental project might have for Africa south of the Sahara? (Also review how the Sahara Desert was changed by nature in earlier years.) I

-51-

the degree to which they were self-sufficient, pp. 7-11. evels of living. Afterwards,discuss: How do values affect these farmers in Uganda?

upils read the case study on the Masai and Edit rs of Current Events, he questions which follow it. etc., Africa, pp. 31-34.

pil prepare a chart comparing dependence upon Wheeler, et. al., Rtg. ce and upon commercial farming indifferent of the World. Africa. Discuss: What do you think are the the heavy reliance upon subsistence farming an upon commercial farming in large partsof

What might be done to improve some of the r agricultural purposes? Have pupils set up s and then have a pupil give a report on ork being done to improve agricultural pro-

ils about experiments with using sprays of m residues and chemicals toharden sand sur- the Libyan deserts so that Eucalyptus trees planted and grown. (Trees were planted in were 25 feet tali Ey1966 and can probably :sted for timber if this is desirable by Oscuss: What implications do you think this fltal project might have for Africa south of (Also review how the Sahara Desert was by nature in earlier years.) -52-

G. Man uses his physical environment in terms of his cultural values, perceptions, and level of technology.

G. Natural resources are of little 3. Africa is rich in mineralresources, value until man acquires the skill though these are distributed mostun and desire to use them. among the different countries. Many sources may exist which have not yet S. Distinguishes between facts and discovered for lack of careful explo estimates. and many known resources have notas been developed. G. Unevenly distributed phenomena form distinctive patternson the map.

G. The ability of a country topro- duce is limited in part by available naturalresources; however, a country may be able to acquire resources from other countries by selling goods and services which it cah produce.

G. Man uses his physical environment in terms of his culturalvalues, perceptions, and level oftechno- logy.

S. Generalizes from data. -52-

s physical environment his cultural values, and level of techno-

s, ources are of little 3. Africa is rich in mineralresources, al- un man acquires the skill though these are distributedmost unevenly to use them. among the different countries. Many y re- et sources may exist which have not yet been lo es between facts and discovered for lack of careful exploration, as and many known resources havenot as yet been developed.

stributed phenomena ctive patterns on the

of a country to pro- ited in part by avail- ! resources; however, ay be able to acquire rom other countries by ds and services which uce.

s physical environment his cultural values, and level of techno-

from data. -53-

62. Show the film They Planted a Stone. Discuss: What prob- Film: They Planted lems might arise here which are not discussed in the British informatto film? How else might people in this area change the land 1954. 26 min. in order to make it more productive?

63. Review the minerals potentialin Africa by projecting graphs or having a pupil report. Discuss: Why may this information be inaccurate as to the real potential of Africa? What comparatively recent discovery in the Sahara Desert led to a revision of estimates on the resources of the continent?

64. Have pupils examine minerals maps of Africa. They should e.g. See Rosberg, compare it with a political map. Ask: Howevenly are the World, p. 7. mineral resources spread among the different countries? What problems are likely to arise in some of the coun- Kimble and Steel, tries because of this distribution? that can these Africa Today, pp. countries without certain resources exchange to get them? For a simple map t see Milliken's Map of Africa, # 17.

65. Have a pupil give a report on the Premier diamond mine at Cullinan, South Africa. He should note the many steps 1;11.1117AacVvPiToPP through which the mine must go to get the diamonds. Discuss: Why do the owners wish cheap labor?

66. Compare a graph and charts showing mineral reserves and Woddis, Africa, Re charts showing actual mineral production in Africa. Revolt, p. 219.

See Deasey, et. al Nations, for table auctton, pp. 885-E -53- ed The Planted a Stone. Discuss: What prob- Film: They Planted a Stone, io rise ere whicE are not discussed in the British Information Service Ise might people in this area change the land 1954. 26 min. make it more productive?

inerals potentialin Africa by projecting ving a pupil report. Discuss: Why may this be inaccurate as to the real potential of t comparatively recent discovery in the rt led to a revision of estimates on the re- the continent?

Ds examine minerals maps of Africa. They should e.g. See Rosberg, Africa and lith a political map. Ask: How evenly are the World, p. 7. ources spread among the different countries? 1, s are likely to arise in some of the coun- Kimble and Steel, Tropical t% se of this distribution? That can these Africa Today, pp. 11-12. ithout certain resources exchange to get p t For a simple map transparency, Ma see Milliken's Map Outlines of Aflica, # 17.

on 1 give a report on the Premier diamond mine ZernA:rtilvPiTto4.4§17o2 p South Africa. :le should note the many steps ch the mine must go to get the diamonds. y do the owners wish cheap labor?

raph and charts showing mineral reserves and Woddis, Afric-Routs of ing actual mineral production in Africa. Revolt, p. 219.

al See Deasey, et. al., World's bl Nations, for table of pro- 5" UTIEFT6K, pp. 885-86. -54-

G. Han uses his physical environment in terms of his cultural values,perceptions, and level of technology.

G. Access affects the quality ofre- 4. Much of Africa lackswell d sources,and lack ofaccess or dif- transportation. ficulty of access may limitecono- mic development.

G. A place needs cheap andrapid transportation in order tocarry on much trade with other places.

G. improved transportationfacilities make possible wider andbigger markets for goodsas well as greater and less :ostlyaccess to resources.

S. IttLiejazhem.

S. Tests h data, I

-54-

his physical environment of his cultural values,per- , and level of technology. ffects the quality ofre- 4. Much of Africa lacks well-developedland and lack of accessor dif- transportation. of access may limitecono- lopment. needs cheap and rapid trans- n in order to carry on much th other places.

transportation facilities sible wider and biggermar- s as well as greater :ostly access toresources.

;Iypotheses.

otheses against data. -55-

See production gra Salkever and Flynn Saharan Africa, p.

Isaacs and Ross, p.13.

Stavrianos, Global Man, p. 667.

67. Have several pupils assume the roles of leaders of different African countries who are discussing the problems of mineral exploration and development in their countries.

68. Have pupils examine a railroad map of Africa and compare Goode's World Atla it to railroad maps of other continents. Ask: Given the difficulties of river transportaion, what problems do Kimble and Steel, you see as you look at the railroad map? What patterns Africa Today, p. do you see across most of the continent? Now have pupils examine a map showing roads. Ask: How does the transport system of roads compare with that of rail- roads? How could this relative lack of land transport by railroad and road handicap economic development?

Read aloud a quotation from Wallerstein on the way in Wallerstein, Afric whict, different colonial powers developed transportation -ystems in their own colonies without considering systis in other colonies. Discuss the problems raised for trade within Africa.

69. flow have pupils try to figure out where there would be Joy, Emersing Afri the heaviest population densities and the.lightest population densities in Africa and where there would Lengyel, Africa -55-

See production graph in Salkever and Flynn, Sub- Saharan Africa, p.447--

Isaacs and Ross, Africa, P.13. al Stavrianos, Global Hist. of Man, p. 667.

pupils assume the rolesof leaders of rican countries who arediscussing the mineral exploration anddevelopment in ies. Goode's World Atlas. tia examine a railroad mapof Africa and compare Ask: Given the ad maps of other continents. Kimble and Steel, Tro ical of river transportaion,what problems do . 6 Africa Today, p. 6 . ou look at therailroad map? What patterns across most of thecontinent? Now have pu- e a map showingroads. Ask: How does the ystem of roads comparewith that of rail- could this relative lackof land transport and road handicap economicdevelopment? ric Wallerstein, Africa, p.38. a quotationfrom Wallerstein on the wayin rent colonial powersdeveloped transporta- s in their owncolonies withoutconsidering other colonies. Discussthe problems raised ithin Africa.

Joy, Emerging Africa, p,28. fri oils try to figure outwhere there would be and the .lightest t population densities Lengyel, Africa in Ferment, densities in Africa and wherethere would G. Population is distributed unevenly over the earth's surface; many of the land areas are sparsely populated.

G. Population distribution reflects man's values and his technologyas well as climate, topography, and resources of an area. G. Man uses his physical environment in terms of his cultural values, perceptions, and level of technology.

0. Africais a land of low popula population distribution is aff climateand disease, by the Do mic activities, and by cult.:a

G. Population distribution reflects man's values and his technology as well as climate, topography, and resources ofan area.

S. Sets aga net ate. -56-

Is distributed unevenly rth's surface; many of eas are sparsely populated. distribution reflects s and his technology as mate, topography, and f an area. s physical environment his cultural values, and level of techno-

D. Africais a land of low population density; the populat;on distribution is affected by elevation,' climateand disease, by the potential for economic activities, and by cult ol values.

distribution reflects s and his technology climate, topography, es of an area.' otheses and checks a -57-

be cities. Have them check their guesses against a p. 15. population map. Eiselen and Utticy p. 15.

For a population m parency, see Milli Outlines of Africa

70. Have a pupil give a report on the way inwhich the Bush- Turnbull, Peoples man of the KalahariDesert live. Discuss reasons why PP. 31-53. they went to the desert to live in the first placeand why they remain there. Thomas, Harmless P Nat'l. Geoq., June

71. Have pupils compare populationd.isities in Africa wit;. those in India, China, the Soviet Union, andthe U. S. Ask: Does anyone think Africa might becalled overpopulated? Why or why not?

72. Have a pupil make a chart to show thepopulation size of the chief cities of different African countries as compared to the size of cities in the U. S. Discuss: Why do you think there are so few large cities?

73. Ask: Given what you have learned about climatein Kohn and Drummond Africa, where do you think Europeans would have map p. 555. decided to go when they became interested in settling in Africa? Now show pupils a map of European settle- Kimble and Steel, ment. Or have a pupil make a map showingdensity of Africa Today, P. white settlement. Ask: Does this map support your hypotheses or contradict them? See discussion in al., Req. Geog. o pp. 4)9-40. I

-57- eve them check thei, guessesagainst a p. 15. ap. Eiselen and Uttley, Africa, P.15. For a population map transparency, see Milliken'saaM Outlines of Africa, # 19.

give a report on the way in which theBush- Turnbull, Peoples of Africa, alahari Desert live. Discuss reasons why pp. 31-53.-- ) the desert to live inthe first place and iain there. Thomas, Harmless People. Nat'l. Geog., June, 1963.

compare populationdr:nsities in Africa in India, China, the Soviet Union,and the )oes anyone think Africa might becalled ad? Why or why not? : I make a chart to show the populationsize f cities of different African countries as the size of cities in the U. S. Discuss: think here are so few large cities? what you have learned about climatein Kohn and Drummond, World Today., re do you think Europeanswould have map p. 555. go when they becameinterested in settling Now show pupils a map of Europeansettle- Kimble and Steel, Tro ical ve a pupil make a mapshowing density of Africa Today, o. 2 . ement. Ask: Does this map support your or contradict them? See discussion in Wheeler, et. al., Req. Geog, of the World, pp.4304% e

-58- G. Obstacles to communication may be E. Africa is a land ofgreat diver social as well as physical. tribal and other ethnicgroups and religions.

S. Sets up hypotheses.

G. Obstacles to communicationmay be social as well as physical.

G. Whether or not a country's size F. Althoughsome of the countries provides ore advantages or dis- Africa south of the Sahara has advantag= depends upon the prob- ken up into many very smallcou lems inh itants face ata par- will face serious problems of ticular a ime, upon their goals, and economic viability. The number upon the' level of technology. small countries may alsocreate national instability. S. Sets u h heses. -58-

o communication may be E. Africa is a land ofgreat diversity of races, ver ell as physical. 3S tribal and other ethnicgroups, languages, and religions.

otheses.

o communication may be ell as physical.

not a country's size F. Although some of the countriesare large, re advantages or dis- Africa south of the Sahara has been bro- depends upon the prob- ou ken up into many very small countries which tants face at a par- will face serious problems of achieving a e, upon their goals, and er economic viability. The number of such level of technology. to small countries may also create international instability. theses. -59- different races and peoples.Com- Carter, South 74. Project maps showing Great pare with apolitical map. Ask: What difficulties do 7. of the new countries? p. 39. "Niger you see facing many Decisions, 196

Compare Joy Emerging 75. Proje:t a map showing differentlanguages. with a political map. Ask: What difficulties do you see facing many newcountries? Joy, p. 30; Wh Now have a pupil report onthe many different langu- al., Reg. Geog ages in Africa. World, p. 450.

Goode's World 76. Project a map showingreligions in Africa. Compare with a political map. Ask: Which countries have a variety of religions?Which religions are they? Is this diversity likely to lead to any problems?Why or why not? Have pupils set up hypotheses tocheck later in the unit.

political map once again. Ask: Use most curr 77. Now have pupils look at a data possible What do you notice about the sizeof different countries? board comparing the size Hodgson and S Have a pupil prepare a bulletin Changing Map of some of the small countries with someof the U.S. states and comparing theirpopulations with some U.S. p. a 09621. 16-21 for tab cities. lat ions %and a Ask: What problems would such countriesbe likely to states. face? What factors affect thedesirable size of countries? Or see maps i Africa, p. 10 set. -59- and peoples. Com- Carter, South Africa,. p. showing different races 1965, What difficulties do 7. Great Decisions, olitical map. Ask: "Nigeria," Great the new countries? P. 39. g many of Decisions, 1962,p.-57

Joy, Emerging Africa, p.28. p showingdifferent languages. Compare cal map. Ask: What difficulties do you ny newcountries? Joy, P. 30; Wheeler, et. pil report on the manydifferent langu- al., Reg. Geo . of the a. World, p.

Compare with Goode's.World Atlas. p showingreligions in Africa. variety nap. Ask: Which countries have a Is this diver- ? Which religions arethey? to lead ~o anyproblems?Why or why not? set up I,pothesesto check laterin the unit.

and political map once again. Ask: Use most current maps ils look at a data possible. notice about the sizeof differentcountries? the size Hodgson and Stoneman, prepare abulletin board comparing Changing Map of Africa, he small countrieswith some of the U.S. populations with some U.S. P. 8t1962). See also pp. =paring their 16-21 for table on popu- lationsqmd.ai-eat of-African states. roblems would suchcountries be likely to desirable size of coun- factors affect the Or see maps in Joy,Emerging Africa, p. 10 and back in- set. -60- j. Man uses his physical environment in terms of his cultural values,perceptions, and level of technology.

A. IS SCEPTICAL OF THEORIES OFSINGLE CAUSATION IN THE SOCIAL SCIENCES.

A. IS CURIOUS ABOUT SOCIAL DATA. III.Although culture is alwayschangin parts or elements may persistover of time.

S. Reads to answer questions.

A. IS SCEPTICAL OF THE FINALITY OF KNOW- A. Many anthropologists believetod LEDGE: CONSIDERS GENERALIZATIONSAND man had his beginnings in Africa THEORIES AS TENTATIVF, ALWAYS SUBJECT physical differences developeda TO CHANGE IN THE LIGHT OFNEW EVI- people through DENCE. processes of muta , breeding. Certainly the peoples prior to the coming of theEurop resented a number of differentt -6o- s physical environment in s cultural values, percep- level of technology.

L OF THEORIES OF SINGLE N THE SOCIAL SCIENCES.

3in ABOUT SOCIAL DATA. III.Although culture is always changing, certain ier parts or elements may persistover long periods of time.

swer _quest ions.

tod L OF THE FINALITY OF KNOW- A. Many anthropologists believe today that ! DERS GENERALIZATIONS AND ica man had his beginnings in Africa, and that d a TENTATIVE, ALWAYS SUBJECT physical differences developed among the uta N THE LIGHT OF NEW EVI- people through processes of mutation and les breeding. Certainly the peoples of Africa rop prior to the coming of the Europeansrep- t t resented a number of different types. -GI- 78. Read aloud the following quotation froma booklet on Africa: "Climate is a basic factor in determining the life of the people everywhere, but especially in Africa."Discuss: Do you agree? Why or why not?

79. Tell pupils that people in Europe called Africa the Dark Bohannan. Afri Continent until very recently or still do insome cases. Africans, pp. Ask: What do they think people meant by this term? Now quote Bohannan to the effect that it was not Africa which was the Dark Continent. Ask pupils to try to decide as they study this section of the unit, whether theterm is a good one to use in describing African historyup until recent times.

Have pupils read brief overviews of African history Joy, Emerging from a number of differentsources. Give them ques- pp. 27-29, 32 tions to guide their reading, but donot discuss the Ewing, Our Wid reading immediately. Instead, includea discussion of World, pp. 72 appropriate topics in the readings with the otherac- Rosberg, Afric tivi, -sin this part of the unit. the World Toda 3-5. Lengyel, in Ferment, ch Stavrianos, GI History of Man 691, b99-707, Hapgood, Afric

80. Read alouda brief quotation from an earlier account Davidson, Lost which claims that early man came to Africa from Asia. P. 3. Bohann (e.g. Haddon: "All the main races in the continent and the Africa reached it from Southern Asia.") Discuss: In the Lea'key and Des light of what you have read, howaccurate a statement "Finding the W do you think this quotation is? Why?After the dis- Earliest Man, cussion, point out the date of the account fromwhich Geo ra hic, Se it was taken. PP. =435. -61- d the following quotation from a booklet on 'Climate is a basic factor in determining of the people everywhere, but especially in Discuss: Do you agree?Why or why not? fri Is that people in Europe called Africa the Dark Bohannan. Africa and the P. until very recently or still do in some cases. Africans, pp. 4-5. t do they think people meant by this term? Now annan to the effect that it was not Africa which. ark Continent. Ask pupils to try to decide as y this section of the unit, whether the term is e to use in describing African history up until mes.

Is read brief overviews of African history Joy, Emergin Africa, 3 mber of different sources. Give them ques- PP. 27-29, 32-34, ch. 3. Wid guide their reading, but do not discuss the Ewing, Our Widening 72e mmediately. Instead, include a discussion of World, pp. 720-733. ric to topicsin the readings with the other ac- Rosberg, Africa and oda in this part of the unit. the World Today, c1s. 3-5. Lengyel, Africa ch in Ferment, ch. 2. GI Stavrianos, Global Man Histor of Man, pp. 677- 69-7O773-72O. ric Hapgood, Africa, ch. 2. os t d a brief quotation from an earlier account Davidson, Lost Cities, nna ims that early man came to Africa from Asia. p. 3. Bohannan, Africa ica don: "All the main races in the continent and the Africans, 7F7-4. Des t from Southern Asia.") Discuss: in the Leakey and Des Bartlett, e W what you have read, how accurate a statement "Finding the World's n, ik this quotation is?Why?After the dis- Earliest Man," Nat'l. Se point out the date of the account from which Geo ra hic, Sept., 1960, ken. PP. 7435. -62-

G. Culture traits may changeas a re- 8. Early African historywas char sult of diffusion. by the diffusion and adaptatio culture traits from Asia Minor G. Peoples who are in contact with 4iddle East and from India and each other are likely to borrow Asia as well as by internal in cultural traits from each other. The people of Africa south of Migration of people from one part had had trade contracts witho of the world to another involves pies for thousands ofyears be the movement of culture andmater- beginning of the explorations ial objects, thus resulting in of Discovery. changes in the area to whichpeo- ple migrate.

G. Culture traits may changeas a result of invention from within the society. -62-

lar its may change as a re- B. Early African history was characterized :io fusion. by the diffusion and adaptation of many lor culture traits from Asia Minor and the Ind are in contact with Middle East and from India and Southeast in are likely to borrow Asia as well as by internal invention. If -aits from each other. The people of Africa south of the Sahara 0 -f people from one part had had trade contracts with other peo- be id to another involves ples for thousands of years before the s it of culture and mater- beginning of the explorations in the Age , thus resulting in of Discovery. the area to which peo-

its may change as a re- ention from within the -63- Have a pupil give areport on the workof social scientists in trackingdown information inAfrica about the techniques used as early man. He should discuss well as the findings.

of the differentpeoples of Bohannan, Afri 81. Show photographs of some Africans, ch. Africa today, particularlyof some of toe major types. describe the present-daytheories Davidson, Lost Then have a pupil 2. Bascom and differences came aboutand about the about how these Continuity and in Africa today. He should mixtures of many groups African Cultur also discuss some ofthe theories which arepresently outmoded or consideredquite debatable byscholars. Ask pupils how many oftheir historical accountsin- cluded any of thesetheories. (See activity #87.)

symposium, using Davidson, Guid 82. Now have a group ofstudents present a diffused from Asia Bohannan, Afri maps and charts, toshow how culture of the Africans, ch. Minor and Asia into Egyptand into Africa South all parts of tiiEgrind Her Sahara. Discuss: Did traits diffuse to What happened as traits were eds., Continui Africa in the same way? in African Cul incorporated into Africancultures?What do social scientists believe about theinvention of cultural 37-50. traits in Africa?What evidence do socialscientists have both for diffusion oftraits and for invention?

what they learned aboutthe spread 83. Aevicw with pupils North of the Hoslem religionand Arab culture across the junior Africa in their unit onthe Middle East in high school. - 63- work of social sci- 1 give a report on the tracking down informationin Africa about He should discussthe techniques used as findings. ri Bohannan, Africa and the raphs of some of thedifferent peoples of of some of the major types. Africans, ch. 5. st y, particularly Davidson, Lost Cities, ch. n pupil describe thepresent-day theories about and about the 2, Bascom and Herskovits, nd hese differences came Continuity and Change in Africa today. He should ur r many groups in African Cultures,pp77B-37, s some ofthe theories which arepresently r consideredquite debatable byscholars, how many of theirhistorical accounts in- of these theories. (See activity #87.) aid present a symposium,using Davidson, Guide, ch. 2. ri group of students Bohannan, 771-Ea and the harts, to show howculture diffused from Asia Asia into Egypt and intoAfrica South of the Africans, -ler all parts of F5TERgnd Herskovits, Dui iscuss: Did traits diffuse to What happened as tra.ts were eds., Continuity andChange u the same way? in African Cultures, pp. ed into African cultures? What do social believe about the inventionof cultural Africa?What evidence do socialscientists for diffusion of traits andfor invention?

,h pupils what theylearned about the spread ,lem religion andArab culture across North their unit on theMiddle East in thejunior ol. - 64-

A. APPRECIATES AND RESPECTS THE CUL- C. The peoples of Africa establish TURAL CONTRIBUTIONS OF OTHER of powerful kingdoms and empire COUNTRIES, RACES, AND RELIGIONS. the ..oming of the white men dur iod of exploration. These king G. Culture traits may change as a their cultures through both dif result of diffusion. invention.

G. Culture traits may change as a result of invention from within the society.

S. Sets up hypotheses. D. The coming of the Europeans for particularly for the slave trad S. Tests hypotheses against data. many changes to Africa. Part o ficulties arising from the slay G. Changes in one aspect of culture in the different perceptions of will have effects on other aspects; 'held by Africans and Europeans. changes will ramify, whether they are technological, in social organization,in ideology, or whatever else is a part of the cultural system.

G. Any decision ic,in part, a product of the internalized values, the per- -64-

AND RESPECTS THE CUL- C. The peoples of Africa established a number IBUTIONS OF OTHER of powerful kingdoms and empires prior to RACES, AND RELIGIONS. the coming of the white men during the period of exploration. These kingdoms developed Its may change as a their cultures through both diffusion and I iffusion. invention. its may change as a nvention from within otheses. D. The coming of the Europeans for trade, particularly for the slave trade, brought heses against data. many changes to Africa. Part of the difficulties arising from the slave trade were one aspect of culture in the diFferent perceptions of slavery ffects on other aspects! held by Africans and Europeans.

I ramify, whether they ogical, in social organ* ideology, or whatever art of the cultural sys- n is,in part, a product rnalized values, the per- -65- Now have two pupils role play a discussion between a Davidson, Moslem leader and citizen of one of the states south of the Sahara about some of the Arab culture traits which diffused into middle and Southern Africa. They should include some discussion of the trade carriedon across the Sahara desert and the refusal of the Arabs toper- mit Europeans to trade across the desert. Then discuss: Was the Sahara desert the main cause of lack of European penetration into the area .south of the Sahara?Why or why not?

84. Have a group of students presenta symposium, using Wallerstei maps, on the development of kingdoms and empires in Politics Africa South of the Sahara. ch. 1. Da chs. 3-6. Cities. C WUT6Fious

85. Review what students have read aboutthe slave trade to Davidson, the Americas. Ask: How did the Europeans get the 10. Bohan slaves? If necessary, have a pupil report brieflyon and the A this question. Then ask: Why did the African leaders 105-108. agree to sell slaves to Europeans? Let pupils try to figure out possible reasons.

Have a pupil assume the iole ofa government investigator interested in this question. He should hold imaginary interviews with early European slave traders and African leaders about slavery. How did each perceive slavery?Why would this lack of communication affect the willingness of Africansto sell slaves to Europeans? -65- e two pupils role play a discussion between a Davidson, Guide, ch. 7. leader and citizen of one of the states south of ara about some of the Arab culture traits which d into middle and Southern Africa. They should some discussion of the trade carried on across ara desert and the refusal of the Arabs to per- opeans to trade across the desert. Then discuss: Sahara desert the main cause of lack of European tion into the area south of the Sahara?Why or

group of students present a symposium, using Wallerstein, Africa, The n the development of kingdoms and empires in Politics of Independence, South of the Sahara. ch. 1. Davidson, Guide, chs. 3-6. Davidson, Lost Cities. Chu and Skinner, WUT3Fious Age in Africa.

4hat students have read about the slave trade to Davidson, Guide, chs. 9- ricas. Ask: How did the Europeans get the 10. Bohannan, Africa If necessary, have a pupil report briefly on and the Africans, pp. stion. Then ask: Why did the African leaders 105-108. o sell slaves to Europeans? Let pupils try to out possible reasons. pupil assume the role of a government investi- nterested in this question. He should hold im- interviews with early European slave traders Iran leaders about slavery. How did each per- lavery? Why would this lack of communication the willingness of Africans to sell slaves to ns? I-

- 66- ceptions, and the experiences of the persons making the decision.

G. Obstacles to communicationmay be social as well as physical.

G. Changes in one aspect of culture will have effectson other aspects; changes will ramify, whether they are technological, in social organization, in ideology,or whatever else is a part of the cultural system.

G. Culture traits may change as a re- E. Traditional Africa, prior to sult of diffusion. of the colonizers, differed g the culture of Western Europe some aspects were similar, pa of the diffusion which had to throughout the Mediterranean cultural traits have persiste earlier times.

G. All societies have potential conflict among their members and must work out some means of accommodating differences.

A. RESPECTS EVIDENCE EVEN WHEN IT CON- TRADICTS PREJUDICES AND PRECON- CEPTIONS. I

- 66- and the experiences of is making the decision.

to communication may be well as physical.

1 one aspect of culture effects on other aspects; ill ramify, whether they logical,in social or-

, in ideology, or what- is a part of the cultural

to raits may change as a re- E. Traditional Africa, prior to the coming i g iffusion. of the colonizers, differed greatly from )pe the culture of Western Europe. However, pa some aspects were similar, partly because to of the diffusion which had taken place n throughout the Mediterranean world. Many te cultural traits have persisted from earlier times.

ties have potential conflict it members and must work out s of accommodating dif-

EVIDENCE EVEN WHEN IT CON- PREJUDICES AND PRECON- -67-

86. Have pupils read the selection in Stavrianos on "The Re- Stavrianos, ed. sults of Trade Wars." Discuss: How did the slave trade in World Histo affect the African kingdoms and empires? 64. Bohannan, the Africans,

87. Have a pupil tell the class about the Portuguese de- struction of some of the eastern kingdoms. Ask: Why were they able to destroy these city-kingdoms andseize control of the trade with the interior?What brought about the decline of the trade with the interior in East Africa?

88. Quote Bohannan to the effect that the culture which Bohannan, Afri Europeans found in Africa had some similarity with as- Africans, chs. pects of European culture. Ask: Why might this be so?

Have a pupil read Bohannan and explain this idea to the class in more detail.

89. Ask: Do you think itis necessary for any organized Bohannan, Afri group of people to have a government able to make the Africans, laws and issue decrees in the case of disputes? Why or why not?

Now have a pupil tell the class about some of the kinds of political systems which developed in Africa. Ask: 6-

-67-

ed ad the selection in Stavrianos on "The Re- Stavrianos, ed., Readings to Wars." Discuss: How did the slave trade in World History, pp. 763- 'can kingdoms and empires? 64. Bohannan, Africa and the Africans, pp. 106 -110.

ell the class about the Portuguese de- ome of the eastern kingdoms. Ask: Why to destroy these city-kingdoms and seize trade with the interior?What brought ine of the trade with the interior in East

to the effect that the culture which Bohannan, Africa and the d in Africa had some similarity with as- Africans, chs. 5-6. ean culture. Ask: Why might this be so?

-ead Bohannan and explain this idea to the detail.

hink it is necessary for any organized Bohannan, Africa and e to have a governmentable to make the Africans, ch.12. decrees in the case of disputes? Why or

oil tell the class about some of the kinds systems which developed in Africa. Ask: -68- G. Any decision is,in part, a product of the internalized values, theper- ceptions, and the experiences of the persons making the decision.

G. Changes in one aspect of culture will have effects on oth.-aspects; changes will ramify, whether they are technological, in social organization, in ideology,or whatever else is a part of the culturalsys- tem.

G. Although culture is always changing, certain parts or elementsmay persist over long periods of time.

G. Those who try to introduce change will failif they fail to arousea feeling that change is needed.

G. In some societies neither thegov- ernment nor a market system ismost important in affecting howresources are allocated. Such economic systems are based largelyupon tradition, and reciprocal relationships are combinedwith a market-system.

S. Looks for relationshipsamong events. F.It was not until the late 19 that Africa was divided S. up i Sets up hypotheses. by the European powers; the divided many of the tribalg S. Tests hypotheses against data. g-

-68- Ion is,in part, a product ternalized values, the per- and the experiences of ns making the decision.

n one aspect of culture effects on oth,-).- Pspects; ill ramify, whetrer they ological, in social organ- in ideology, or whatever part of the cultural sys-

culture is always changing, arts or elements may per- long periods of time.

try to introduce change if they fail to arouse a hat change is needed.

ocieties neither the gov- or a market system is most in affecting how resources ated. Such economic sys- based largely upon tre- nd reciprocal relationships ned with a market-system.

19 relationships among events. F. It was not until the late 19th century that Africa was divided up into colonies 1 e ypotheses. by the European powers; the boundaries divided many of the tribal groups. 9 ()theses against data. -69- Why would it be difficult for European peoples tounderstand these systems?What would be their tendency in setting up political control when they took overthese areas?Why would peoples living in such systemsdis- like more formally organized political systems?

90. Have a group of students present a paneldiscussion on Bohannan, the social and economic systems in Africaprior to col- the Afric onization. Or have them develop large charts on these Bohannan, systems. They should then be prepared to explainthe Africa. charts to the class.

9i. Have a pupil prepare a timeline showing events inEurope Bohannan, and the date at which European powers decided todivide Africans, Africa up into colonies. Have the class study the timeline. Ask: What might be the reasons for the decision to partition Africa? -69- it be difficult for European peoples tounder- se systems?What would be their tendency in p political controlwhen they took over these by would peoples living insuch systems dis- formally organized political systems?

Bohannan, Africa and n, roup of students present apanel discussion on is 31 and economic systems in Africaprior to coi- the Africans, ch. 13-14. n, Bohannan, Markets in n. Or have them develop largecharts on these They should then be prepared toexplain the Africa. D the class.

n, upil prepare a timeline showing eventsin Europe Bohannan, Arica and the s date at which European powersdecided to divide Africans, pp. 116-122. p into colonies. Have the class study thetime- sk: What might be the reasons forthe decision tion Africa? -70-

G. Any decision is,in part, a product of the internalized values, theper- ceptions, and the experiences of the persons making the decision.

G. Obstacles to communicationmay be social as well as physical.

G. Changes in one aspect of culture will G. The different colonizing have effects on otheraspects; changes their colonies different] will ramify whether theyare tech- colonies also differed in nological, in social organization, which white people came t in ideology, or whatever elseis nization brought many cha a part of the cultural system. although the originalpeo much o1 their earlier cul A. EVALUATES HAPPENINGS ON THE BASIS OF THEIR EFFECTS UPON INDIVIDUALS AS HUMAN BEINGS.

S. Sets t.111-y cp?t1.Ieses. -70-

ision is,in part, a product internalized values, the per- s, and the experiences of the making the decision. es to communication may be as well as physical.

in one aspect of culture will G. The different colonizingpowers treated fects on other aspects; changes their colonies differently, and the mify whether they are tech- colonies also differed in the degreeto al, in social organization, which white people came to settle. Colo- logy, or whatever else is nization brought many changes to Africa, of the cultural system. although the original peoples maintained much of their earlier culture. ES HAPPENINGS ON THE BASIS R EFFECTS UPON INDIVIDUALS N BEINGS.

hypotheses. -71- Have a pupil investigate and report to class, or just review what pupils learned during the eleventh grade course.

Now project a map showing the division made. Compare with a map showing tribes and other groupings ofAfricans. Ask: How closely did the colonial borders follow tribal borders?What problems might arise later because of the way in which boundaries weredrawn?

Have pupils read and discuss the selection on "Tribal Stavrianos, ed., Loyalties" in Stavrianos. in World History 806.

92. Ask: How c A the European idea of land ownership and Bohannan, Africa boundaries'iffer from the African view?What prob- Africans, pp. 1 lems did is cause? MT-

If necessary, have a pupil investigate this question more fully and report back to class.

93. Have the class divide into groups to study British Stavrianos, ed., colonies, French colonies, and Portuguese colonies. in World History They should report to the class on how the imperial 800, 816-18. Ei government organized and treated the colonies under Filler, Human A its control. vol. 2, pp. 105

Then have pupils compare colonial rule by the different countries. Be sure that pupils discuss the various economic, social, and political measures used. Ask: What problems might arise in each group if these countries became independent? a

-71- il investigate and report to class, or just t pupils learned during the eleventh grade t a map showing the division made. Compare showing tribes and other groupings of Africans. closely did the colonial borders follow tribal What problems might arise later because of the ch boundaries- we. e drawn? s read and discuss the selection on"Tribal Stavrianus, ed., Reacings in Stavrianos. in World History, pp. 750-4- 806.

A the European idea of land ownership and Bohannan, Africa and(the 'iffer from the African view?What prob- Africans, pp. 18-19, 174- es cause? 179.

ry, have a pupil investigate this question and report back to class.

lass divide into groups to study British Stavrianos, ed., Readings French colonies, and Portuguese colonies. in World History, pp. 799- d report to the class on how the imperial 800, 816-18. Eisen and organized and treated the colonies under Filler, Human Adventure, 1. vol. 2, pp. 103-1 09 (Congo). pupils compare colonial rule by the different Be sure that pupils discuss the various social, and political measures used. Ask: 1ems might arise in each group if these became independent? -72- A. EVALUATES HAPPENINGS ON THE BASIS OF THEIR EFFECTS UPON INDIVIDUALS AS HUMAN BEINGS.

A. IS COMMITTED TO THE FREE EXAMINATION OF SOCIAL ATTITUDES AND DATA.

G. Cultures may change through a process of diffusiof..

G. Changes in one aspect of culture will have effects on other aspects; changes will ramify whether they are technological, in social organization, in ideology, or whatever else is a part of the cultural system.

S. Interprets tables.

S. Generalizes from data.

S. Tests hypotheses against data.

G. Obstacles to communicationmay be social as well as physical.

Sets up hypotheses. 73- 94. ove a group of pupils assume the roles of British, French,Woddis, Africa, and Portuguese leaders discussiog the advantages which Revjlt. Stavri they had brought to Africans. Read irigsin Worl pp. 801-04. Wal Now have another group of students assume roles of Af- Africa, Politics ricans living in the colonies. They should discuss: endence, ch. 2, How did the colonial powers help bring about the very AMEaand the independence movements which they disliked? 21-25. Emerson Political Awake rica, pp. EFILTitoriat Afri 10. Maclean, A 40-47. Schuyle the Congo?, Pt. Tropical Africa ch. 8.

95. Project. tables comparing Liberia with some of colonial Use current dat countries close to it and Ethiopia with some of colonial countries close to it. Have pupils compare progress in education, transportation, industrialization, etc. Discuss: What do these figures indicate about the pros and cons of colonization?

96. Remind pupils that one argument of those supporting colo- Mehden, Politic nization was that colonial peoples could be prepared for Developing Nati democracy. Project tables showing revolutions and types 19-23. of government in former colonial powers around the world. Ask: Do the data support the argument?

97. Look once again at a map showing white settlement in Kimble, Tropica Africa. Ask: What problems might arise in those Vol.1, p. 94. countries which had fairly large white populations? Why? 73- roup of pupils assume the roles of British, French,Woddis, Africa, Roots of uguese leaders discussing the advantages which Revolt. Siavrianos, ed., brought to Africans. ilTialTigsin World History, pp. 801-04. Wallerstein, another group of students assume roles of Af- Africa, Politics of Indep- iving in the colonies. They should discuss: endence, ch. 2, 3. Bohannan, the colonial powers help bring about the very ATTTE5and the Africans, pp. ence movements which they disliked? 21-25. Emerson and Kilson, Political Awakening of Af- rica, pp. 86-88. Kittler, Equatorial Africa, ch. 8, 10. Maclean, Africa, pp. 40-47. SchuyleTTWgo Killed the Congo?, Pt. 11. Kimble, Tropical Africa, Vol. 2, ch. 8.

tables comparing Liberia with some of colonial Use current data. s close to it and Ethiopia with some of colo- ntries close to it. Have pupils compare pro- education, transportation, industrialization, iscuss: What do these figures indicate about and cons of colonization?

upils that one argument of those supporting colo- Mehden, Politics of the was that colonial peoples could be prepared for Developing Nations, pp. y. Project tables showing revolutions and types 19-23. nment in former colonial powers around the world. the data support the argument?

:e again at a map showing white settlement in Kimble, Tropical Africa, Ask: What problems might arise in those Vol.1, -0794. s which had fairly large white populations? -74- G. Although culture is alwayschanging, certain parts or elements mayper- sist over long periods oftime.

G. Attempts by outsiders tointroduce change may fail if the outsiders fail to study the existingculture thoroughly in order to find out the basis for existing practices.

G. Those who try to introducechange will fail if they fail to arouse a feeling thatchange is needed.

G. Those from another culture who try to introduce change mayfail because they fail tounderstand how the people of the countryperceive certain things.

G. The role and status of the inno- vator is an important variable in analysis of innovation andits acceptance or rejection bythe group.

G. Some values are conducive to change; some make changedifficult.

A. IS SCEPTICAL OF THEORIES OF SINGLE H. World War II gave greatimpetu CAUSATION IN THE SOCIAL SCIENCES. ment for independencewhich co growing nationalism, a reactio G. !mperialism, and particularly at- colonial treatment, and the sp titudes of superiority by members ideas of freedom in part from of the imperialist country, give ern world. Independence was a rise to feelings of frustration; largely in a peaceful manner, when combined with the diffusion bloody situations evolved. No of Africa is independent as ye -74- lture is always changing, is or elements may per- ng periods of time.

outsiders to introduce failif the outsiders dy the existing culture in order to find out or existingpractices.

ry to introduce change f they fail to arouse hat change is needed.

another culture who try e change may fail be- fail to understand how of the country perceive ngs.

d status of the inno- important variable of innovation and its or rejection by the

are conducive to change; hange difficult. to L OF THEORIES OF SINGLE H. World War II gave great impetus to a move- co IN THE SOCIAL SCIENCES. ment for independence whichcombined a io growing nationalism, a reactionagainst sp n, and particularly at- colonial treatment, and the spreadof m superiority by members ideas of freedom in part from the west- a erialist country, give ern world. Independence was achieved lings of frustration; largely in a peaceful manner, but some No led with the diffusion bloody situations evolved. Not all ye of Africa is independent as yet. 75- Bascom and H pupils present a paneldiscussion ori "Change 98. Have several Cultures Under Colo- eds.,Continu and Resisu.nce toChange in African examples such as factors in in African C nial Rule." They should use facilitated change andfactors in Niehoff, ed. the lbo culture which resistance to chan-.,ocial Chan the Pakot culturewhich brought about

99. Now say: You all did somegeneral reading about the history of Africa. What factors helpedspread a desire for independence in Africa? u

75 H Bascom and Herskcvits, panel discussion on"Change nu eral pupils present a eds.,Continuity and Change Chance in AfricanCultures Under Colo- chs. 7-8. stance to factors in in African Culture, They should useexamples such as of e." and factors in Niehoff, ed., Casebook culture whichfacilitated change #7. about resistance tochange.Social Change, t culturewhich brought

general reading aboutthe You all did some spread a desire / ofAfrica.What factors helped ependence inAfrica? o-

-76-

of nationalistic ideas,it helps give rise to feelings of nationalism.

G. Frustration may restOt in aggression.

G. Although culture is always changing, certain parts or elements may persist over long periods of time.

A. IS SCEPTICAL OF THEORIES OF SINGLE CAUSATION IN THE SOCIAL SCIENCES.

G. Frustration may result in aggression.

G. There are many causes of revolutions, ' although different causes may be more Important in one revolution than in another.

A. IS SCEPTICAL OF THEORIES OF SINGLE CAUSATION IN THE SOCIAL SCIENCES.

G. Although culture is a! ways changing, certain parts er elements may persist over long periods of time.

G. Imperialism, ,Id particularly attitudes of superiority by members of the imperialist country, give rise to feelings of frustration; when combined with the diffusion of nationalistic ideas, it helps give rise to feelings of nationalism. -77-

Divide the class into groups to study independencemove- Joy,. Emerging ments in British, French and Portuguese colonies. The 79-134. different groups should report on the degree to which colonies of these countries have won independence, how Lwigyel, Afric independence was won, and the immediate effects of in- chs. 3-6. dependence. Have each group summarize its findings for the class. Then draw comparisons between the colonies G of different countries. Also ask which areas remain in colonial status?

100. Have a group of students role-play a discussion in the Spiro, Politic UN over the violence in the Congo. They should discuss ch. 8. causes, extent, and what should be done. Have them role- play a discussion for each of the outbreaks of violence. Schuyler, Who Then r-oject some of the pictures. Ask: Which appeared inCongo. magazi s at that time to illustrate the violence which took plael Nielsen, Afric

Carter, indep. ch. 7.

Reed, 111 Days vine. -77-

lass into croups to study independence move- Joy, Emerging Africa, pp. tish, French and Portuguese colonies. The 79-134. oups should report on the degree to which ric these countries have won independence, how Lengyel, Africa in Ferment, was won, and the immediate effects of in- chs. 3-6. Have each group summarize its findings for s G hen draw comparisons between the colonies See Reader's Guide on Congo Mau countries. Also ask which areas remain in and on Mau Mau of Kenya. tus? tic of students role-play a discussion in the Spiro, Politics in Africa, violence in the Conyo. They should discuss ch. 8. nt, and what should be done. Have them role- ssion for each of the outbreaks of violence. Schuyler, Who Killed the some of the pictures.Ask: Which appeared inCongo. that time to illustrate the violence which ric Nielsen, Africa, ch. 7.

Carter, Indep. for Africa, ch. 7. as Reed, 111 Days in Stanlex- ville. -78-

,G. Frequently, change introduced from the outside is accepted for a time, with resulting loss of traditional values and conflicts between generations. Later, as members of the society discover that they cannot participate fully An the dominant culture, or as they develop feelings of insecurity, they react by developing nativistic mements to reject the foreign culture and restore old cultural values.

G. Imperialism, and particularly attitudes of superioriti by members of the imperialist country, give rise to feelings of frustration; when combined with the diffusion of nationalistic ideas,it helps Give rise to feelings of nationalism.

A. IS CURIOUS ABOUT SOCIAL DATA. IV. Africa south of the Sahara is divi dependent countries controlled by A. EVALUATES SOURCES OF INFORMATION. independent countries controlled b norities, and countries which rema colonial rule. Each type of countr problems which are unique and some common throughout Africa.

A. The newly independent countries by the Africans fete' the seriou problem of creating a nation ou diverse elements in the popular as problems of an economic and

A. FEELS A SENSE OF RESPONSIBILITY FOR -78- hange introduced from s accepted for a time, g loss of traditional nflicts between genera- as members of the so- r that they cannot parti- in the dominant culture, velop feelings of inse- react by developing vements to reject the re and restore old cul- and particularly atti- riority by members of st country, give rise f frustration; when the diffusion of ideas,it helps give ngs of nationalism.

OUT SOCIAL DATA. IV. Africa south of the Sahara is divided into independent countries controlled by Africans, RCES OF INFORMATION. independent countries controlled by white minorities, and countries which remain under colonial rule. Each type of country faces some problems which are unique and some which are common throughout Africa.

A. The newly independent countries controlled by the Africans fete the serious political problem of creating a nation out f the diverse elements in the popular as well as problems of an economic and ial nature.

OF RESPONSIBILITY FOR -79-

101. Have a group of students present an illustrated sym- Kariuki, 'Mau M posium on the struggle for independence in Kenya. They should include a discussion of the Mau-Mau troubles. Spiro, Politics Pp. 99-753-. Discuss: Why was there more trouble in Kenya than in some other countries over independence and racial pro- Carter, Indep. blems? To what degree do you think the causes of inde- ch. 2. pendence in Kenya and the Congo were similar? To what degree were they different? Maclean, Africa Issue, pp. 53-8

Emerson and Kil Awakening of Af 138.

102. Show the film Tropical Africa.It should serve as an Film: Tropical introduction to someOTTEEiiroblems facing Africa at 1FF, 1961, 29 m the present time. Ask pupils to try to decide during the next few days whether or not the film has presented an accurate and adequate picture of the problems facing Africa.

103. Divide the class up into committees to keep track of -79-

f students present an illustrated sym- Kariuki, 'Mau isidui Detainee, struggle for independence in Kenya. They a discussion of theMau-Mau troubles. Spiro, Politics in Africa, PP.99-Te3. as there moretrouble in Kenya than in ntries over independence and racial pro- Carter, Indep. for Africa, ch. 2. , degree do you think the causesof inde- ..nya and the Congo weresimilar? To what Maclean, Africa, the Racial ey different? Issue, pp:71-88.

Emerson and Kilson, Political Awakening of Africa, pp. U6- S8.

Tropical Africa. It should serve as an Film: Tropical Africa, to some o1 the problemsfacing Africa at IFF, 1961, 29 min. ime. Ask pupils to try to decideduring days whether or not the film haspresented nd adequate picture of theproblems facing

lass up into committees to keeptrack of -80-

KEEPING INFORMED ABOUT CURRENTPRO- BLEMS.

A. IS CURIOUS ABOUT SOCIAL DATA.

S. Reads for main ideas.

A. FEELS A SENSE OF RESPONSIBILITYFOR KEEPING INFORMED ABOUTCURRENT PRO- BLEMS.

G. The political system needs to en- l. The new countries needto bu joy legitimacy if itis to survive. of loyalty to the state and if the governmentsare to su G. Struggle may bring togetherother- wise unrelatedperson: and groups. a. The unity achieved betwee If conflict abates, coali;:ionstend elements during the strug to fall apart. dependence has tended to now that independence has G. Political scientists havelong as- sumed that there are social condi- b. Tribal loyaltiescreate tions which a society mustmeet be- for the new governments, fore it can 'make a go' of democracy; may also contribute in so they hardly agreeon what they are, stability of the but most governme suggest cormon values, a early period. -80-

D ABOUT CURRENT PRO-

T SOCIAL DATA.

ideas.

F" RESPONSIBILITY FOR D ABOUT CURRENT PRO-

bu ystem needs to en- 1. The new countries need to builda feeling d if itis to survive. of loyalty to the state and of legitimacy su if the governments are to survive. ing together other- ee persons and groups. a. The unity achieved between diverse ug tes, coali;:ions tend elements during the struggle for in- 0 dependence has tended to break down as now that independence has been achieved. tists have long as- m e are social condi- b. Tribal loyalties create many difficulties ociety must meet be- for the new governments, although they ke a go' of democracy; so may also contribute in some ways to the ee on what they are, lie stability of the governments during the t common values, a early period. -431-

current news aboutsocial, economic, political, andin- ternational problems inAfrica south of the Sahara. Each committee shouldcollect clippings and make a bibliography of current articlesin magazines if they cannot bring themagazines to class. These committees should serve as resource personsduring the remainder of this unit.

104.If some current problem hasarisen in one of the African- dominated countries, letpupils study this current issue as an introductionto this part of the unit.

105. Give pupils a chance toread in class in preparation for their projects in this partof the unit.

106. Have a pupil prepare a "Who's Whoin Africa Today." He might prepare a booklet which couldbe displayed, or he might prepare a bulletinboard display.if he makes a bulletin boarddisplay, he could make just onedis- play, or he could have achanging display, featuring a different leadereach day.

107. Ask: What political problems do youthink the new countries would face once they hadachieved independence? Let pupils make a iist to check asthey study this part of the unit. (Draw upon what theylearned about problems facing the new American government afterindependence.) Also ask: Would countries which wanted todevelop democratic systems face any problemswhich others would not face? Why or why not?

Have a pupil prepare a bulletinboard display highlighting problems facing the newly-independentAfrican countries. -82-

communication system, a stableso- ciety, and a minimum economic well- being.

G. Obstacles to communication can be c. The many languages creat social as well as physical; social communication which is n barriers include language differences, the people into one nati cultural differences, class and caste differences, and ideological differences.

G. A given culture isan integrated whole, based on fundamental postulates or values. -82

system, a stable so- minimum economic well-

communication can be c. The many languages create problems in 1 as physical; social communication which is needed to weld ude language differences, the people into one nationality. erences, class and nces, and ideological

re is an integrated )n fundamental values. -83-

108. Have several pupils role play adiscussion between the Nielson, Africa, leaders of a new African country about:(a) theIpoli- tical problems which they face in developing afeeling Stavrianos, ed. of national loyalty, and(b) ways in which they might World Hist. attempt to meet these problems. Wallerstein, Afri 101 and chapter

Burke, Africa's Order, chapter 3

Rosberg, Africa Today, chapter 7

Goldschmidt, The Africa, pp. 4

Apter, Ghana i PP. 5-7.

109. Project maps showing cultural and regional obstacles Rosberg, Am. & th to integration. Have different pupilsdescribe these Am., PP. 33, 35. obstacles in the different states, as each map is pro- jected. Goldschmidt, The Africa, p. 4 Tell pupils that some authors refer to the new states of Africa and some to the new nations of Africa. Ask: Which do you think is the better term?Why?

110. Have a group of good readers present a symposium on the Gibbs, ed., Peop different peoples of Nigeria: the lho, the Hausa, the Chs. 1, 4, 10, 1 -83-

3, Nielson, Africa, Chapter 3. upils role play a discussionbetween the about: (a) the poll - ew African country Stavrianos, ed. Readings in which they face in developing afeeling yalty, and (b) ways in which theymight World Hist. t these problems. fri Wallerstein, Africa, pp.86- 101 and chapter 7.

Burke, Africa's quest for Order, chapter 3.

Kosberg, Africa and World Today, chapter 7.

Goldschmidt, The U.S. and Africa, pp. 46-61.

Apter, Ghana in Transition, PP. 5-7.

showing cultural and regionalobstacles Rosberg, Am. & the World To- n. Have differentpupils describe these ga, PP. 33, 35. the different states, aseach map is pro- Goldschmidt, The U.S. and Africa, p. 48r. hat some authors refer to the new states some to the new nationsof Africa.'Ask: think is the better term? Why?

of good readers present asymposium on the Gibbs, ed., Peoples of Africa, pies of Nigeria: the lho, theHausa, the Chs. 1, 4, 10, 14-15. -84-

S. Generalizes from data.

G. Obstacles to communicationcan be social as well as physical;social barriers include language differences, cultural differences, classand caste differences, and ideological differences.

G. Changes in one aspect ofa culture will have effectsupon other aspects.

G. The leadership of any group must 2. The lack of educationand t try to maintain group cohesion has made for difficulties. and also organize itsstrategies and provide intellectualleader- ship. a. The lack of many educate fenced leaders createsp G. Every political decision-maker government, because of t is educated leaders who wil dependent on advice, knr,wledge, and educe d leaders to information, and politicalintel- policies ligence.

G. Any decision is, inpart, a product of the internalizedvalues, the perceptions, and the experiences of the persons makingthe decision.

G. Rational choice making (theseeking of goals, theassessment of alternatives) is a socially-acquired skill.

G. A law or policy mustbe effectuated -84-

om data.

ommunication can be as physical; social de language differences, rences, class and ces, and ideological

aspect of a culture cts upon other as- .

of any group must 2. The lack of educationand trained leaders n group cohesion has made for difficulties. ize its strategies tellectual leader- a. The lack of many educated andexper- ienced leaders createsproblems for government, because of the need for 1 decision-maker is educated leaders who will make dvice, knowledge, policy and educated leaders tocarry out nd political Intel- policies. s, in part, a product lized values, the d the experiences making the decision.

making (the seeking ssessment of alter- ;ocially-acquired

must be effectuated -85-

Frlani, the Tiv, andthe Yoruba. They shoulddescribe (including the fundamental key aspects ofeach culture values) and then discusssimilarities and differences. focus upon a series oftopics, each dis- Or they might before the cussing his groupin relation to this topic discussion moves on toanother point. Afterwards,dis- build a na- cuss: How easywould it be for Nigeria to tion out of thesediverse elements? illustrat- Burke, Afric ill. Have a pupil prepare abulletin board display urbanization movement upon Order, Ch. 4 ing the effects of the African life. educational level of membersof the Hunter, The 112. Project a table on Tropical Af of newly independentcountries legislatures in a number (table 12). pupils figure out themedian level for in Africa. Have table for the Project pa each of countriesgiven. Compare with a What differences arethere? Now U.S. Congress. Ask: be- discuss: What problemswould be likely to arise legislators? .cause of thiseducational background of the

further the lack Hunter. New 113. Put figures onthe chalkboard to show -85-

Tiv, and theYoruba. Theyshould describe fundamental of each culture(including the similarities anddifferences. then discuss each dis- jht focus upon aseries of topics, topic before the group inrelation to this another point.Afterwards, dis- moves on to build a na- _asy would itbe for Nigeria to f these diverseelements? is for display illustrat- Burke, Africa's Quest it prepare abulletin board Order, Ch. 4. ffects of theurbanization movement upon fe. Hunter, The NewSocieties of': level of membersof the table on educational Tr ical Africa, p.2114 number of newlyindependent countries ). For U.S., see es in a median level for to e Have pupils figureout the Project paper onSenators. Compare with atable for the untries given. there? Now ess. Ask:What differences are would be likely toarise be- hat problems legislators? his educationalbackground of the

of further the lack Hunter, New Societies es on thechalkboard to show -86-

and applied; in that process the whole decision-making process goes on again.

G. Economic output is affected by the b. The low literacy rates c quality of labor or labor skills as economic and political d well as the quantity of labor.

G. Freedom-is culturally determined; the individual has to be taught what the options are, how one goes about exercising them, why he should exercise them, etc.

G. Freedom is culturally determined; the individual has to be taught what the options are, how one goes about exercising them, why he should exercise them, etc.

S. Generalizes from data. 3. The new countries generally various forms of democratic although many have moved to on opposition groups and ha political structure.

a. Elections are not always

S. Sets up hypotheses. b. Many of the countries w parliamentary forms of S. Tests hypotheses against data. moved to governments wi utives not dependent up support. Parliamentary difficulties when there -86-

In that process th, n-making process goes

c gut is affected by the b. The low literacy rates create both d bor or labor skills as economic and political difficulties. uantity of labor.

lturally determined;

1 has to be taught ons are, how one goes ing them, why he should etc.

lturally determined;

1 has to be taught ons are, how one goes ing them, why he should

, etc. fly rom data. 3. The new countries generally tried out tic various forms of democratic governments, to although many have moved toward restrictions ha on opposition groups and have changed the political structure.

Sys a. Elections are not always really secret. w heses. b. Many of the countries which began with F parliamentary forms of government have Ni ses against data. moved to governments with strong exec- 'gyp utives not dependent upon parliamentary y support. Parliamentary governments face re difficulties when there are many divisive -87-

of experienced governmental leaders in some of the newly Tropical Afri independent countries of Africa at the time of inde- p. 248 {table pendence. Discuss: What problems would arise because of the lack of more trained leaders for administrative posts in the government?

114. On the chalkboard, write figures for literacy rates For maps, sec within some of the newly independent countries. Use Societies of, both rates at the time of independence and today. Or pp. 240-241. show the class maps of primary school and secondary school attendance. Discuss: Why would these countries face difficulties because of these low literacy rates?

115. Have a pupil report on the problems of conducting an Gould, Afrii elution for the first time within one of the British Change, pp. colonies. Then discuss: Why were the problems more serious than those in conducting an election in this country?

116. Quote Bretton on the lack of secrecy of ballots. Dis- Bretton, Pot cuss: How does this situation compare with early voting in Nigeria, in the U.S.?

117. Ask: What kind of governmental structure do you think Drake, "Demo the newly independent countries in Africa would set up? in Africa," Why? Now tell pupils whether or not they are accurate. Discuss: From what you know about parliamentary systems, what problems would be likely to arise in countries with this system and with all of the factors making for lack -87- fr d governmental leaders in some of thenewly Tropical Africa, opposite D ountries of 4frica at the time of inde- p. 248 (table 12). cuss: What problemswould a:ise because of ore trained leadersfor administrative posts ment2 se oard, write figures for literacy rates For maps, see Hunter, New of of the newly independent countries. Use Societies of Tropical Tica, t the time of independenceand today. Or pp. 240-241. ss maps of primaryschool and secondary dance. Discuss: Why would these countries lties because of these low literacy rates?

ri Gould, Africa, Continent of 1 report on the problems of conducting an P. r the first time within oneof the British Change, pp. 55-63. hen discuss: Why were the problems more n those in conducting anelection in this

Po on on the lack of secrecyof ballots. Dis- Bretton, Power and Stabilit a, oes this situation comparewith early voting in_his2Lia, pp.

MO nd of governmental structure do you think Drake, "Democracy on Trial dependent countries in Africa would set up? in Africa," p. 119.

1 pupils whether or not they are accurate. m what you know aboutparliamentary systems, s would be likely toarise in countries with and with all of the factors makingfor lack -88-

elements within the pop

G. Political parties differ by structure c. Most of the countries h and by function. one-party systems, alth these are mass parties S. Sets up hypotheses. able discussion permitt parties. Africans argue parties fit in with Aft' of reaching concensus, parties do not understa opposition within a dem and that one-partycc to build unity and mt t economic problems.

A. RESPECTS EVIDENCE EVEN WHEN ITCON- TRADICTS PREJUDICES AND PRECONCEPTIONS.

G. One-party systems tend to develop a competitiveness within the dominant party, but this factionalcom- petitiveness lacks the stability and predictability of inter-party competition.

G. The relative centralizationor decentralization of power within political parties reflects in great -88-

elements within the population.

h differ by structure c. Most of the countries have developed th one-party systems, although generally 5 these are mass parties with ses. consider- tt able discussion permittedwithin the ue parties. Africansargue that such fr parties fit in with Africantraditions p of reachingconcensus, that opposition to parties' do not understand therole .f e opposition within a democraticsyste and that one-partycc rolis necessary to build unity and mtt the serious economic problems.

.E EVEN WHEN IT CON- CES AND PRECONCEPTIONS.

s tend to develop s within the domi- this factional com- ks the stability ty of inter-party

tralization or de- f power within poll- flects in great -89-

of unity which Africancountries faced? Why?

Now put on the blackboard alist of the number of countries which shifted theform of government from parliamentary systems to strongexecutive, presidential systems or which modifiedthe parliamentary system to put power in the hands of a strongexecutive.

118. Have a pupil make a reapshowing independent countries in Africa. He should indicatewhich of them have one- party states.

Ask: What do you think are thepossibilities for demo-. See Wallerst Politics of I cracy within countrieswhich have just one political party? Then quote Wallerstein tothe effect that "The 96. choice 27,1 Africa7 has not beenbetween one-party and multi-party states; it has beenbetween one-party states and either anarchy or militaryregimes or various combinations of the two." Ask: Whymight Wallerstein make such a statement? Does therehave to be more than one party for democraticgovernment? (Have pupils set up hypotheses.)

119. Have several pupils assume the rolesof leaders of Mehden, Poll political parties in the U.S. and inAfrica. They should Developing N discuss the possibilities of democracy within one- party states. The African leadersshould point out the Goldschmidt, differences between one-party states In communist cowl-. Africa, pp. tries and in most of the African states. Nowask pupils to compare party functions withthose in the U.S. Emerson and Awakening of Ask: What have you learned in the past aboutthe rela- 33. tionships between the number of political partiesand the number of conflicts in a society? Doesthe situa- Stavrianos, tion in Africa support this generalization?Why or why World Histor not? How will you have to limit thegeneralization to -89- ich African countriesfaced? Why? the blackboard a 1:stof the number of coun- shifted the form of governmentfrom parlia- tems to strongexecutive, presidential systems dified the parliamentary systemto put p3wer s of a strongexecutive.

1 make a nap showingindependent countries He should indicatewhich of them have one- s. the possibilities for demo-. See Wallerstein, Africa,The o you think are Politics of indepiTaRe, p. in countrieswhich have just one political quote Wallerstein tothe effect that "The 96. Africa7 has not been between one-partyand y states; ithas been between one-party states anarchy or military regimes orvarious ns of the two."Ask: Why might Wallerstein statement? Does there have tobe more than for democratic government?(Have pupils set ses.) Mehden, Politics of the al pupils assume the rolesof leaders of parties in the U.S. and inAfrica. They should Developing Nations, ch. 4. e possibilities ofdemocracy within one- Goldschmidt, The U.S. and es. The Africanleaders should point out the Africa, pp..63-66. s between one-partystates in communist coun- In most of theAfrican states. Now ask pupils party functions withthose in the U.S. Emerson and Kilson, Political - Awakening of Africa, pp. 122- have you learned in the past aboutthe rela- 33. between the number of politicalparties and in of conflicts in a society?Does the situa- Stavrianos, ed., Readings rica support this generalization?Why or why World History, pp. 812-15. ill you have to limit thegeneralization to I

-90-

part the centralization or decentralization of authority within the political system as a whole.

S. Applies reviousl -learned concepts and generalizations to new aata.

S. Generalizes from data.

S.- Identifies value-conflicts. d. Many of the countries have a many restraints upon free pu G. The community demands order and cussion and have arrested op stability--goals which may be leaders. They have argued th incompatible with the demands of steps are needed during the individuals. the countries are trying to elements into a unified nati G. Freedom's relationship to democracy steps resemble actions taken is a close and obvious one; the or- former colonial powers. ganizations of majorities, the competition in goals, and the ability to oppose which democracy presupposes all depend on a high degree of personal freedom.

A. SUPPORTS FREFDOM OF THOUGH"; AND EXPRF.ION. -90-

ization or decen- uthority within stem as a whole.

sly- learned concepts ions to new data..

data.

a e-conflicts. d. Many of the countries have also set up pu many restraints upon free public dis- op emends order and cussion and have arrested opposition s which may be leaders. They have argued that such ie th the demand.. of steps are needed during the years when :o the countries are trying to weld diverse )t i elements into a unified nation..Such ionship to democracy steps resemble actions taken by the obvious one; the or- former colonial powers. ajorities, the competi- nd the ability to ocracy presupposes high degree of per-

OF THOUGHI AO EXPRF""1014. 91-

of culture- Nielsen, Afri make it more accurate?(Discuss the problem cross-cultural bound generalizationsand reasons for scientists.) Ask: Whathave you Theobald, ed. studies among social tions of Wes about the relationshipbetween party learned in the past the 120-26. organization and the structureof governments? Does Why or situation in Africa supportthis generalization? why not?

120. Discuss: Did theU.S. governmentbegin its operations (Review from study ofAmerican with a two-party system? system history.) What led to thegrowth of the two-party government in this country? Inthe early period of our after parties did we always have twostrong parties even developed? Why? Were there anyattempts within theU.S. early years of our to restrictopposition during the government? What arguments weregiven? fumbling Nielsen, Afr Read aloud Nielsen'sanalysis of some of the and stability and atwo-party 56. toward national unity for system in the U.S. Discussin terms of implications African states. of Nielsen, Af 121. Have a pupil give a report ongovernment suppression opposition in some of thenewly independentcountries. justify such suppression?How Drake, "Dem Ask: How do the leaders Africa," p. do these acts comparewith the way colonial powers in these same areas? treated nationalist leaders Skurnik, "N West Africa

Carter, Ind Africa, c . -91-

ri culture- Nielsen, Africa, ch. 6. e accurate?(Discuss the problem of ralizations and reasonsfor cross-cultural d. Theobald, ihe New Na- ng socialscientists.) Ask: What have you BS between party tions of West Africa, pp. the past aboutthe relationship structure of governments?Does the 120-26. n and the Why or in Africa supportthis generalization?

id the U.S. governmentbegin its operations American -party system?(Review from study of What led to thegrowth of the two-partysystem untry? In the earlyperiod of our government ays have twostrong parties evenafter parties Why? Were there anyattempts withinthe,U.S. of our t oppositionduring the early years ? What arguments weregiven? fr Nielsen, Africa, pp.154- Nielsen's analysis of someof the fumbling 56. ional unity andstability and a two-party for the U.S. Discussin terms of implications _ates. of Nielsen, Africa, pp.64-65. ii give a report ongovernment suppression independent countries. 1 in someof the newly Drake, "Dem. onTrial in justify such suppression?How 10 the leaders Africa," p. 119. acts comparewith the way colonial powers these same areas? ationalist leaders in Skurnik, "NewMotifs in West Africa."

Carter, Independencefor Africa, ch. 12 -. -92- G. There are many causes of revolutions, although different causes may be more important in one revolution than in another.

G. Federalism pays'greater homage than e. A few of the countries unitary systems to local differences federal systems rather and autonomy, but it also pays the systems; these have be greater pri'a in inconsistency, di- more likely to permit versity, and competition. parties.

G. The relative centralization or decentralization of power within political parties reflects in great part the centralization or decentralization of authority within the political system as a whole.

A. IS COMMITTED TO THE FREE EXAMIN- ATION OF SOCIAL ATTITUDES AND DATA. -92- y causes of revolutions, erent causes may be t in one revolution er.

es ys greater homage than e. A few of the countries have developed er ms to local differences federal systems rather than unitary be but it also pays the systems; these have been somewhat t in inconsistency, di- more likely to permit opposition competition. parties.

centralization or de- n of power within po- es reflects in great ralization or decen- f authority within system as a whole.

TO THE FREE EXAMIN- AL ATTITUDES AND -93- Editions of report on therevolt in Ghana in 122. Have a pupil give_q etc., Afric He should d1 cussthe causes, the wayin which the 1966. treated, tions Below revolt,was conducted; howthe old leaders were the problems 43-45. what was found aboutc9mthunist influence, and He should also report onmoreSterling, " facing the new government. Second Chan country. recent events in the Use Readers

Ghana who is 123. Invite as a guestspeaker a student from studying at a local college, Have him discuss problems facing Ghana and the politicalsituation in Ghana.

briefly the federal systP .n Bretton, P 124. Have a pupil describe bilit in Nigeria, the reasons forit, and the way in whi does Nigeria Carter, In' operated. Ask: What kind of party system existence of many tribal Africa. have? To what extent has the Use leader groups createdinstability? recent dat cession of another pupil tell theclass very briefly about Now ht in May of another federal system inAfrica and the party systems less within it. Discuss: Are federal systems more or likely to permit oppositionparties?Why?

the roles of thepolitical Spiro, "Po 125. Have two good readers assume in the New scientist Spiro and of anotherpolitical scientist to discuss the chances forpolitical stability in the new African states. Spiro takes a fairlyoptimistic view. Have the other politicalscientist raise possible ob- jections to his views. -93- of Editions of CurrentEvents, give_q report onthe revolt in Ghanain is the way in which the etc., Africa,Emercirrig Na- ow uld di cuss the causes, tions WiTivWthe Sahara, pp. nducted; how the oldleaders were treated, influence, and theproblems 43-45. nd about communist Sterling, "Ghana Gets a He should also report onmore an ew government. Second Chance." rs sin the country. Use Readers'Guide.

guest speaker astudent from Ghana who is problems a localcollege. Have him discuss and the politicalsituation in Ghana.

Bretton, Power andSta- describe brieflythe federal syste .n it, and the way in whi bility in Nigeria. reasons for Carter, Independencefor .sk: What kind of partysystem does Nigeria tribal Africa. at extent hasthe existence of many Useheaders' Guide for more ed instability? recent data onthe se- of cession of EastNigeria ther pupil tell theclass very briefly about f in May of 1967. oral system inAfrica and the party systems less Discuss: Are federal systems more or ermit oppositionparties?Why?

Stability Po the roles of thepolitical Spiro, "Political ew od readers assume in the New AfricanStates." piro and of anotherpolitical scientist to chances for politicalstability in the new optimistic view. tes. Spiro takes a fairly ob- her politicalsc%entist raise possible his views. -94-

G. Every economic system faces scarcity 4. The newly independent countri or a lack of enoughproductive re- economic and social problems i sources to satisfy all human wants. raise living levels.

S. Generalizes from data. a. Living levels are higher i in India and in some other C. Living levels in the U.S. are very world, but they are still 1 high compared to those in most coun- people wish to raise them. tries.

G. People's ideas about what constitutes an adequate level of living on one hand or poverty on the other, changes as average living levels change and as people see what is possible.

G. Culture traits may change as a result of diffusion.

G. The fundamental difference between b. The newly independent stet economic systems isin how anu by --Terally following the path whom basic economic decisions over in their attempts to raise allocation of resources are made. however, they are mixed ec system faces scarcity 4. The newly independent countries face serious ough productive re- economic and social problems in trying to isfy all human wants. raise living levels.

data. a. Living levels are higher in Africa than in India and in some other parts of the In the U.S. are very world, but they are still low, and the to those in most coun- people wish to raise them.

about what constitutes vel of living on one y on the other, changes ing levels change and what is possible.

may change as a re- ion. at 1 difference between b. The newly independent states are gen- h is in how and by erally following the path of socialism se nomic decisions over in their attempts to raise living levels; ec resources are made. however, they are mixed economies. 4-

-95-

126. Discuss: What do you think are the chief economic problems facing the new African countries? Review the concept of scarcity in economics. Ask: Does this concept make sense in economics when we are dealing with Africa?

127. Project charts and tables illustrating the poverty in Use current da African states as compared with some other countries. capita income, Discuss: How do living levels in African states compare with those in some of the other countries which yoU have studied?

128. Have pupils read a brief comparsion of the prospects Nielsen, Afric of an African boy and an American boy. Discuss.

129. Discuss: What has made people of Africa, who were more or less contented with their lot in the first half of the 19th century, become upset by their poverty?

130. Have all pupils read from different sources on the e- Salkever and Fl conomic and social problems facing the new countries Saharan Africa and on the ways in which these countries a-e trying 6/. to solve these problems. Kimble, Tropic (pamphlet), pp.

Joy, EiiLginan

136-14 .

Rosberg, Afric -95-

do you think are the chief economic pro- he new African countries? Review the con- ty in economics. Ask: Does this concept economics when we are dealing with Africa?

and tables illustrating the poverty in Use current data on per as compared with someother countries. capita income, etc. o living levels inAfrican states com- e in some of the othercountries which ed?

_ad a brief comparsion of the prospects Nielsen, Africa, pp. 28-30. boy and an American boy. Discuss.

has made people of Africa, who were more nted with their lot in the first halfof ury, become upset bytheir poverty?

Is read from different sources on the e- Salkever and Flynn, Sub- ocial problems facing the new countries Saharan Africa, pp. TIY-- ys in which thesecountries are trying 62. e problems. Kimble, Tropical Africa (pamphlet), pp. 16-45.

Joy, Emerging Africa, pp. 136-143.

Rosberg, Africa and the -96-

G. Economic systems are usually mixed with both public and private ownership and with decisions made both by government and by consumers and businessmen.

G. In all societies people have certain economic goals. Although some goals are very much different SG- cieties place differing emphases upon them. (People differ inthe degree to which they desire freedom of economic choice as a-goal of their economic system.)

G. At any given time, the total econo- c. The countries are trying mic output is affected by the quan- transportation and basic tity and quality of productive re- and to expand agricultur sources (land or natural resources, as a basis for greater e labor, and capital goods), by the In general, they are try, level of technology, and by the investments to provide f efficiency of the organizational output in the future. structure.

G. Capital formation through saving is a major means of increasing an economy's total output over time, because it increases productive capacity.

G. The smaller the productive capacity in relationship to the population, the greater the hardship involved to consumers in making the savings needed to achieve a given growth rate. -96-

ems are usually mixed lic and private owner- decisions made both and by consumers and

ies people have certain is. Although some goals h alike, different so- differing emphases People differ in the de- they desire freedom choice as a'goal of ic system.) ng time, the total econo- c. The countries are trying to develop ic s affected by the quan- transportation ant. basic industries u r tity of productive re- and to expand agricultural output e d or natural resources, as a basis for greater economic growth. apital goods), by the In general, they are trying to increase f hnology, and by the investments to provide for greater f the organizational output in the future.

ation through saving eans of increasing an tat output over time, ncreases productive

the productive capacity hip to the population, the hardship involved in making the savings hieve a given growth r

:.o. iu TY.--:, -. -97- Arnca, pp: 30- tinent in a Hur 131. Discuss: How do the economic systemsof the new African states compare with those inthe countries you have studied earlier? (e.g. U.S.. Western Europe,Soviet Union, China, India, and Middle Easterncountries?) How does the socialism of these African states differ from that in the communist countries?

132. Review the factors affecting output. Then discuss: What are the countries trying to do toincrease economic growth and living levels? From what you have studied earlier this year, what problem do you think the new states would face in trying to bring about economic growth and higher living levels? Also discuss: Given Rostow's stages of economic growth, where would you place these countries among his stages? Why? for

iu 4'3-43. Nielsen, SO- -97- -I:Yr-it:a-, pp. 30-4. Griffin, Con- iur tinent in a Hurry, pp. 64-81. do the economic systems of the new African e with those in the countries youhave er? (e.g. U.S.. Western Europe, Soviet Union, and Middle Eastern countries?) How doesthe these African states differ from that inthe ntries?

ctors affecting output. Then discuss:What ries trying to do to increase economic ving levels? From what you have studied fear, what problem do you thinkthe new face in trying to bring about economic gher living levels? Also discuss: Given es of economic growth, wherewould you ountries among his stages? Why? -98-

G. The transitional stage prior to takeoff sees the growth offactors which upset the traditional beliefs and practices, give rise to more favorableattitudes toward technological change and businessmen, create largermarkets, lead to increased productivityin agriculture and mining, lead toimproved transportation systems, and give rise to the establishment ofbanks and other financial institutions.

G. Output can be increased by technological progress in the development of machines and power toreplace manpower.

G. Improved transportation facilities make possible wider and bigger markets for goods as well as greater and less costly access to resources.

G. Water pokes may be used to cutelec- tricity needed to run machines in factories.

G. The organizational structure of the total economy or of any large sector of it, (such as agriculture) affects efficiency of production and output. -99-

133. Have a pupil give a report on the development of a cot- Thomas & Patton ton industry in Uganda after thebuilding of a new dam. Geog. Activity, 153.

134. Perhaps have pupils read the case study of the Kikuyu Editors of Cur farmer. They should discuss the questions at the end etc. Africa, p of this case study.

135. Have a pupil give a report on ways in which qcvernments Kimble, Tropic are trying to change agriculture, raiseprodu:tivity in vol. 1. agriculture, and develop more cash, crops for export to 4-

-99-

on Thomas & Patton, Focus on 1 give a report on the development of a cot- ./ / in Uganda after thebuilding of a new dam. Geo . Activity, pp. 146-

e pupils read the casestudy of the Kikuyu Editors of Current Events, P y should discuss thequestions at the end etc. Africa, pp. 27-30. study.

is Kimble, Tropical Africa, 1 give a report on ways in which gcvernments to change agriculture, raiseproductivity in vol. 1.

, and develop more cash crops for export to -100-

S. Generalizes from data.

G. Economic output is affected by the quality of labor or labor skills as well as by the quantity of labor.

. An individual brought up in one culture and then thrust into another faces serious problems of adjustment to the new culture; the resulting culture conflict involves mental conflict and tension.

G. Malnutrition and illness affects the quality of labor. d. The countries are trying bout greatly increased h and trying to educate th better health.

G. The quality of labor is usually in- e. The countries are trying creased by education and training. literacy rates for econ as for political reasons -100-

from data.

tout is affected by of labor or labor 11 as by the quantity

1 brought up in one then thrust into es serious problems' t to the new culture; ng culture conflict ntal conflict and n and illness affects of labor.

a. The countries are trying to bring a- bout greatly increased health services and trying to educate the people for better health.

/ of labor is usually in- e. The countries are trying to increase education and training. literacy rates for economic as well as for political reasons. gin the excoange ncededfor machihc-ry further investment.

136. Discuss: To what extent have theAfrican dominated countries been able to raise livinglevels by their economic programs?

137. Point out that many haveaccused the African worker of Gould, Afric being lazy and that studies haveshown that he has a of Chang p lower productivity than white workers in similar jobs. Ask pupils to speculate about possible reasonsfor this low productivity. Then have a pupil report on anarticle which attempts to explain the causes.

138. Have a pupil prepare a series of charts and maps to Kimble Tro show changes in health conditions and what African vol. 2, c governments are doing to improve health. Heshould use them in an oral report to the class. Kimble and S Africa Today

139. Have a pupil give a report on ways in which African Greenough, A states are trying to improve education and raise literacy rates. He should include a discussion of the role of Kimble, Trop UNESCO in this effort. vol. 2, ch. Kimble and S Africa Today

Tables in Po

-- /Of the excoange needed formachihc-ry ;o.further tment.

ss: To what extenthave the African dominated coun- been able to raise living levels bytheir econo- rograms?

out that many have accusedthe African worker of Gould, Africa, the Continent lazy and that studies have shown thathe has a of Change, pp. 138-153. productivity than white workers in similar jobs. upils to speculate about possible reasonsfor this roductivity. Then have a pupil report on anarticle attempts to explain the causes.

a pupil prepare a series of chartsand maps to Kimble, Tropical Africa, changes in health conditions and what African vol. 2, ch. 3. rnments are doing to improve health. He should use in an oral report to the class. Kimble and Steel, Tropical Africa Today, ch. O.

a pupil give a report on ways inwhich African Greenough, Africa Calls ... es are trying to improve education andraise literacy of Kimble, Tropical Africa, . He should include a discussion of the role CO in this effort. vol. 2, ch. 2. Kimble and Steel, Tropical Africa Today, ch. 9.

Tables in Post, New States

13 -102-

5. The new countries arebri G. When caught between cross-pressures of norms and values ofdifferent rapid social and economic groups to which a personbelongs, these changes are creatir feel c< a person suffersemotional strain. many Africans who pressure of different cu life is changing under ti G. An individual brought upin one culture and then thrust into an- westernization. other faces serious problemsof adjustment to the new culture;the resulting culture conflictinvolves mental conflict and tension.

G. Changes in one aspect of aculture will have effects on other aspects; changes will ramify, whether they are technological,in social organization, in ideology, or whatever else is a partof the cultural system.

A. IS CURIOUS ABOUT SOCIAL DATA.

G. Changes in one aspect of a culture will have eftects on other aspects; changes will ramify, whether they are technological,in social organization, in ideology, or whatever else is a part ofthe cultural system. -102-

br ht between cross-pressures 5. The new countries are bringing about many . omi and values of different rapid social and economic changes, but ati which a person belongs, these changes are creating problems for is suffers emotional strain. many Africans who feel caught between the cu pressure of different cultures. Family r t idual brought up in one life is changing under the impact of and then thrust into an- westernization. es serious problems of nt to the new culture; the g culture conflict involves onflict and tension.

In one aspect of a culture e effects on other aspects; will ramify, whether they nological, in social or- on,in ideology, or what- e is a part of the cultural

US ABOUT SOCIAL DATA.

In one aspect of a culture e effects on other aspects; will ramify, whether they nological, in social or- on,in ideology, or what- e is a part of the cultural -103-

of W. Afric

140. Have pupils read the case study of Pierre of Gabon.Then Editors of have them discuss the questions which follow it. etc. Africa

141. Have pupils read the selections from Colin Turnbullin Riddle, ed. the collection of readings edited by Riddle.Discuss: in Action ,P If you had been an African educated in Britain and re- turning to a British colony in Africa, how do youthink you would have reacted?Why? Why do the changes taking place within Africa create such serious problems for Africans? Why do you think Turnbull named his book"The Lonely African"?

142. Have a pupil read the study of effects of slum clearance Afr and new housing projects in Lagos upon the Africans who were moved by the project. He should report to theclass the unintended effects of the slum clearance and the Berghe, Af recommendations of the author for preventing such effects blems of-t1 in future projects. pp. 396-40 -103- fric of W. Africa, pp. 140-143.

of read the case study of Pierre of Gabon. Then Editors of Current Events, rica Iiscuss the questions which follow it. etc. Africa, pp. 35-38.

ed. read the selections from Colin Turnbull in Riddle, ed., Am, Society on thin of readings edited by Riddle. Discuss: in Action pp. 63-93. been an African educated in Britain and re- a British colony in Africa, how do youthink have reacted? Why? Why do the changes taking in Africa create such serious problems for 4hy do you think Turnbull named his book "The ican"?

Af r it read the study of effects of slum clearance Gould, Africa: Continent of

PP using projects in Lagos upon the Africans who Change, pp. 195-207. by the project. He should report to the class Af nded effects of the slum clearance and the Berghe, AfIAAJL52sJA0Pro- tions of the author for preventing such effectsblems of ange an on ct, projects. pp. 396-408. G. Certain aspects of the social structure may inhibit marked social change and innovation.

G. Some values are conducive to change; some make planned change difficult.

G. Those attempting to introduce change . :11 fail if they fail to arouse d feeling that change is needed.

G. All the institutions in a society are related; because of this in- terrelationship, changes in one institution are likely to affect other institutions.

G. Although culture is always changing, certain parts or elements may persist ever long periods of time.

A. RESPECTS EVIDENCE EVEN WHEN IT CONTRADICTS PREJUDICES AND PRE- CONCEPTIONS.

S. Generalizes from data. -105-

143. Show the film Family of Ghana. Discuss: What factors Film: Famil of

make change difficult in this area? What factors facil- Nations 1 m B itate change? 1957. 30 minutes

144. Have several pupils pretend to be an American sociolo- Berghe, Africa gist studying the eFfects of economic change Upon the blems of an e family system of different African tribes. They should pp. 10 - . prepare a brief paper for distribution to tht. class summarizing their findings and how they studied the problem. Then have the class discuss: To what extent is the family system breaking down under the impact of economic change and urbanization? (Or the pupils could, instea, role play an interview between an American television reporter and an African sociologist on this subject.)

/' 145. Have a pupil give a report on changes taking place in Powdermaker, Co the copper belt of what was formerly Northern Rhodesia. Then discuss: What factors are helping to bring about change? What factors are making for resistance to change? What problems arise during the course of such changes?

146. A pupil might read the stories as told by young people Joy, Youns Peo 1 of Africa in the book by Joy. He might then write a re- Africa. port in which he tries to point out: (1) things these -105- of film Family of Ghana. Discuss: What factors Film: Family of Ghana. n Bd ge difficult in this area? What factors facil- National Film Bd. of Canada ites nge? 1957. 30 minutes.

:a ral pupils pretend to be an American sociolo- Berghe, Africa, Social Pro- Ice ying the efects of economic change upon the blems of Change and Conflict, stem of different African tribes. They should pp. 107-127. brief paper for distribution to the class ng their findings and how they studied the Then have the class discuss: To what extent mily system breaking down under the impact of change and urbanization? (Or the pupils could, role play an interview between an American n reporter and an African sociologist on this

pil give a report on chances taking place in Powdermaker, Copper Town. r belt of what was former Northern Phodesia. uss: What factors are hel.ng to bring about hat factors are making for resistance to change? lems arise during the course of such changes? eopl ight read the stories as told by young people Joy, Young People of West in the book by Joy. He might then write a re- Africa. hich he tries to point out: (1) things these G. Although culture is always changing, certain parts or elements may persist over long Periods of time.

Racial beliefs involve strongly- held attitudes which affect behavior both at the conscious and unconscious level.

G. People try to work out rationali- zations for behavior which isin- consistent with their basic values. Racism is a relatively recent development which has served as a rationalization for discrimination against other races.

G. Discrimination against a minority group tends to isolate members of the group and promotes retention of their cultural values.

S. Identifies assumptions and inconsistencies. -107-

young people seem to have in common, (2) things which differ among these young people, (3) ways in which these people's lives are similar to and different from those of young people in this country, and (4) problems facing new countries in Africa as indicated by what these young people tell about their own lives.

147. Have a pupil write a Rip Van WinMe story aboutan African in one of the tribes in what is now an independent:oun- try. He should describe life around 1870, when he wakes up again in 1930, and when he wakes up again in the current day. The story should focus upon changes which have taken place.

148. Read aloud the statements made by white miners in Powdermaker, C Northern Rhodesia about what they dislike about the PP. 75-76, etc African miners. Discuss: Why do you think the Africans did some of these things? What kinds of things done by the white man might annoy the African? Quotesome of the statments made by white men to Africans. Also ask: How would discrimination against Africans affect the speed of cultural change among them? Why?

149. Read aloud the statement quoted by Powdermaker ofa Powdermaker, white man who is expressin his hatred toward African p. 78. workers. Have pupils identify his assumptions and inconsistencies. -107-

ople seem to have in common, (2) things which mong these young people, (3) ways in which ople's lives are similar to and different from young people in this country, and (4) problems ew countries in Africa as indicated by what ung people tell about their own lives.

upil write a Rip Van WirAle story aboutan African f the tribes in what is now an independentcoun- should describe life around 1870, when he wakes in 1930, and when he wakes up again in thecur- . The story should focus upon changes which have ace.

, C ud.the statements made by white miners in Powdermaker, Copper Town, etc Rhodesia about what they dislike about the pp. 75-76, etc. miners. Discuss: Why do y.0 think the Africans of these things? What kinds of things done by e man might annoy the African? Quote some of the s made by white men to Africans. Also ask: How scrimination against Africans affect the speed ral change among them? Why?

r, oud the statement quoted by Powdermaker ofa Powdermaker, Copper Town, an who is expressimg his hatred toward African p. 78. . Have pupils identify his assumptions and in- encies. -108-

S. Is able to empathizewith others. 6. Some of the newly independe which had many white settle G. Conflict may be over economic or problems. non-economic goals.

S. Generalizes from data

S. Reads for main ideas. R. South Africa is better off ecc the other African countries, 11 adopted very restrictive racia which may eventually lead to a plosion. -108- o empathize with others. 6. Some of the newly independent countries which had many white settlers face racial nay be over economic or problems. mic goals.

es from data.

main ideas. B. South Africa is better off economically than the other African countries, but it has adopted very restrictive racial policies which may eventually lead to a racial explosion. -109-

150. Remind pupils of the Mau Mau uprisings in Kenya. Point ou that the leader of that uprising is now the leader of the new government. Ask pupils to imagine that they are white people living in Kenya. How would they now feel? Now have them imagine that they are Negroes living there. How would they feel?

Have several pupils present a panel discussion on the Shepherd, The Pol question: How have white settlers fared in new African African Nationali countries dominated by the Africans? They should be 51767--- sure to include data 'n Kenya. Carter, ln,ifendcf Africa, ch 3

Rowan, "The Metam of Jomo Kenyatta.'

151. Have all pupils do some reading on South Africa. They Great Decisions, should iok for ways in which this country differs from 31T--4. and res,tiles the other African countries. Nielsen, African pp. 59-64, 7Z-78.

Nielsen, Africa,

Shepherd, Politic Nationalism, pp.

Carter, South Afr

Carter, Independe Africa, ch. 6.

Paton, Land and P South Africa, chs 20-21.-737-- -109-

Is of the Mau Mau uprisings in Kenya. Point leader of that uprising is now the leader government. Ask pupils to imagine that they eople living in Kenya. How would they now ve them imagine that they are Negroes living would they feel?

Pol 1 pupils present a pan,.,..1 discussion on the Shepherd, The Politics of 511- ow have white settlers fared in new African African Nationalism, pp. ominated by the Africans? They should be 3-177)-47 Jude data cn Kenya. ndcf Carter, Ini:r.endcncefor

Africa, ch. 3...... _ ...._ ..... tam Rowan, The Metamorphosis ta.' of Jomo Kenyatta."

pits do some reading on South Africa. They Great Decisions, 1965, pp. for ways in which this country differs from 313:4-7. es the other African countries. Nielsen, African Battleline, pp. 59-64, 12 78.

Nielsen, Africa, ch. 9.

Shepherd, Politics of African p. Nationalism, pp. 115-128.

Af r Carter, South Africa.

Carter, Independence for Africa, ch. 6.

Paton, Land and People of South Africa, chs. 4, 17, 20-21. 23. -110-

S. Generalizes from data. 1. Levels of living are higher f as well as for the white peopl

mic system differs from that i dominated countries.

G. In a private enterprise system, the market serves to determine largely what shall be produced, how it shall be produced, how much shall be produced, and who shall get what part of the production.

s. Generalizes from data. 2. By and large the Africans hav education and are more wester G. Frustration may lead to aggression. are the people in many of the dominated countries. G. Frustration and/or ::elf-hatred or self-doubts may lead to apathy.

G. An individual brought up in one culture and then thrust into another faces serious problems of adjustment to the new culture; the resulting culture conflict involves mental conflict and tension.

S. Generalizes from data. 3. As in other countries, the serious problems because mf flicts. -110-

tr f m data. 1. Levels of living are higher for the Africans owp1 as well as for the whitepeople. The econo- tat i mic system differs from that in theAfrican- dominated countries.

terprise system, the o determine largely roduced, how it shall w much shall be pro- shall get what part on. hav m data. 2. By and large the Africans have better ;ter education and are more westernized than the lead to aggression. are the people in many of the African- dominated countries. i /or self-hatred or lead to apathy.

rought up in one n thrust into an- ious problems of the new culture; culture conflict 1 conflisynd tension.

rom data. 3. As in other countries, the A 3ns face serious problems because (11 ural conflicts. Griffin, Contine pp. 35-37.

Burke, Africa's Order, pp. 92-97

152. Project a student-made tableshowing per capita income for all of the population as well asfor whites and Africans in South Africa. Comparewith a student-made table on the other Afric-n

153. Discuss: Ci tii 1.1:,Fk of how you characLeriz,! Lhe ec000mic in Soilih iarico? Whj? (Perhaps have students ploce it on accntiiwom betwen market and command econcmHs.)

154. Place figures on literacy rates for South Africa and other countries on the chalkboard. Discuss. Then poir.t out that there are probably more Africanswho are westernized in outlook in South Africa than in mostof the other African countries. Ask:If you were one of these educated and westernized Africans, how would you react if you were kept from good jobs, goodhousing, and rights of voting? \

155. Project a map showing different African groups,Asiatic groups, and white people in SouthAfrica. Discuss: How does the composition of population compare withthat tine Griffin, Continent in a Hurry, PP. 35-37. Burke, Africa's Quest for Order, pp. 92-97.

student-made table showing per capita income )f the population as well as for whitesand in South Africa, Compare with a student-made the other African r.nhotri,,ts,

Cl tha of o.-1;no, how ,' :mid you riza the iti.-)oomic Schih laricJ? Why? have students p1,4cei c on a centihihm bet.4,:en nd command econcmif.s.)

gures on literacy rates for South Africa and untries on the chalkboard. Discuss. Then point there are probably more Africans who are zed in outlook in South Africa than in most of r African countries. Ask:If you were one of ucated and westernized Africans, how would you you were kept from good jobs,good housing, is of voting?

a map showing different African groups,Asiatic and white people in South Africa. Discuss: How composition of population compare with that -112-

4. The white people in South Afri S. Generalizes from data. divided in political and socia

A. DESIRES TO PROTECT RIGHTS OF MIN- 5. The apartheid policy has led t ORITIES. restrictions upon Africans.

G. Racial beliefs involve strongly- held attitudes which affect behavior both at the conscious and unconscious level.

G. People try to work out rationali- zations for behavior which is in- consistent with their basic values. Racism is a relatively recent development which has served as a rationalization for discrimination against other races.

G, Frustration and/or self-hatred or self-doubts may lead to apathy.

G. An individual brought up in one culture and then thrust into another faces serious problems of adjustment to the new culture; the resulting culture conflict involves mental conflict and tension. -112-

fri rom data. 4. The white people in South Africa are acia divided in political and social beliefs. ed t OTECT RIGHTS OF MIN- 5. The apartheid policy has led to greater restrictions upon Africans.

s involve strongly- s which affectbe- t the conscious and level.

work out rationali- ehavior which is in- ith their basic values. relatively recent dev- h has served as a ra- n for discrimination r races.

and/or self-hatred or may lead to apathy.

I brought up in one then thrust into another s problems ofadjust- new culture; the re- ure conflict involves ict and tension. -113-

in other African countries?What problems does it raise?

156. Discuss: What differences divide theEnglish and the Africaners in South Africa?Which group has more economic power?More political power?

157. Review what pupils saw.in thefilm, Cry the Beloved Country. Then do one or more of thefollowing: Nielsen, Ayr' a. Place on the blackboard figures onwhite and non- white population in South Africa. p.3.

b. Have a pupil prepare a bulletin boarddisplay on Racialism: Powderkeg in South Africa.

158. Perhaps have all members of the class read the brief ex- Stavrianos, cerpt from Tell Freedom, which appearsin the Stavranos' inqsin Worl -113-

rican countries?What problems does it raise?

That differences divide the English and the in South Africa?Which group has more ec- :r? More political power?

t pupils sawin thefilm, Cry the Beloved Then do one or more of the following: iri -)n the blackboard figures onwhite and non- Nielsen, African Battlelinc, )opulatiun in South Africa. p.3,

pupil prepare a bulletin board display on ism: Powderkeg in South Africa.

s, ve all members of the classread the brief ex- Stavrianos, ed., Read- orl Tell Freedom, which appears in the Stavranos' ings in World History, S. Identifies assumptions.

A. DESIRES TO PROTECT RIGHTS OF MINOR- ITIES.

G. Racial beliefs involve strongly- held attitudes which affect behavior both at the conscious and unconscious level.

G. People try to work out rationali- zations for discrimination against other races.

G. Frustration and/or self-hatred or self-doubts may lead to apathy.

G. An individual brought up in one culture and then thrust into another faces serious problems of adjustment to the new culture; the resulting culture conflict involves mental conflict and tension. -115 - pp. 824-831. collection of readings. Discuss: how would you have Now Peter Abraham, felt if you had beenin the boy Peter'sposition? Abraham's Freedom. have a student tellthe class more about Peter book Tell Freedom.

by Verwoerd on e.g. See Phillip 159. Have pupils readexcerpts from a speech his assumptions and de- of Apartheid, pp. apartheid. Have pupils identify cide whether or notthey can accept them.

apartheid to the class. He should Gould, Africa,_Cc 160. Have a pupil explain of Change, pp. include a discussion of it ifv)nns, the icaoons for giv-m for it by the whLe P6T-6; Ffrice, it, and the rationalizatiohs Problems of Cyan.; men in South Africa. Than t,,ve pupils ex,)oine file assumptions behind apartheiJ to saeif they con accept CorifiTict, pp. 5'2 them. -115 - Discuss: how would you have PP.824-831. readings. Peter Abraham, Tell d been in the boy Peter'sposition? Now Freedom. t tell theclass more about PeterAbraham's edom. lip See Phillips, Tra ed ead excerpts from aspeech by Verwoerd on e.g. PP of Apartheid, pp. 132-134. ave pupilsidentify his assumptions and de- or not they canaccept them.

Cc explain apartheid to theclass. He should Gould, Af-ical_Ccn_tinent It of Change, pp,16 37, cuss ion of i..,hatit means, the leasonsfor ationalizatiohs givn for it bythe whi::2 3(65e, Africa, 'social PrJblcms of. Change _2-,rd Aflica. Thom pupils ex,boin Life as- -5U2 ConfrEET 15p. 502-513. lind apartheiJ to see ifthey c4n accept ____ _ exe

-116- S. Generalize from data.

A. IS COMMITTED TOTHE FREE EXAMINATION OF SOCIAL ATTITUDESAND DATA.

S. Generalizes fromdata. -117- 161. Place on the board figures on African voting in the Cape Mbeki, S. Africa under the early British grant of 1853. Then put figures Peasant ti Revolt on the board to show whathas happened since then. Have pupils compare the two sets of figures and generalize about them.

162. Place on the blackboard figures to show how the Trans- Mbeki, South Afr, keian legislative body was to be set up. Then read The Peasant's Re' aloud a description of the 1963 elections for this body 20-22. and give pupils the results of the election and the composition of the body. Discuss: To what degree do you think South Africa has really permitted the Africans to control their own affairs in the lands set aside for them miler the policy of apartheid?

Or have a pupil pretend to be an investigator for the U.N. Mbeki, South Afr He should write up his report of how apartheid has worked Peasant's Revolt in the Transkei. Ditto the report for the class members to read and discuss.

163. Have a group of students debate or present a panel on a Phillips, question related to apartheid and its effects on the Apartheid. Africans or on the chances of its success in warding off Gould, Africa, C an African revolt.

164. Put on the board figures for the life expectancy of dif- Mbeki, South Afr ferent groups of people in South Africa. Discuss: What Peasant's Revolt do these figures show about the way in which Africans have been treated in this country? I

-117 - he board figures on African voting in the Cape Mbeki, S. Africa: Tne early British grant of 1853. Then put figures Peasant's Revolt, ii1F77F3ff. rd to show what has happened since then. Have -pare the two sets of figures and generalize

he blackboard figures to show how the Trans- Mbeki, South Africas: islative body was to be set up. Then read The Peasant's Revolt, pp. scription of the 1963 elections for this body 20-22. 3upils the results of the election and the com- if the body. Discuss: To what degree do you th Africa has really permitted the Africans

1 their own affairs in the lands set aside for the policy of apartheid?

pupil pretend to be an investigator for the U.N. Mbeki, South Africa: The write up his report of how apartheid has worked Peasant's Revolt. onskei. Ditto the report for the class members nd discuss. oup of students debate or present a panel on a Phillips, Tragedy of related to apartheid and its effects on the Apartheid. or on the chaAces of its success in warding off Gould, Africa, Continent n revolt. of Change.

e board figures for the life expectancy of dif- Mbeki, South Africa: The oups of people in South Africa. Discuss: What Peasants Revolt, p. 71. figures show about the way in which Africans treated in this country? -118- A. IS.COMMITTED TO THE FREE EXAMINATION OF SOCIAL ATTITUDES AND DATA.

A. DESIRES TO PROTECT RIGHTS OF MINOR- ITIES.

A. IS COMMITTED TO THE FREEEXAMINATION OF SOCIAL ATTITUDES AND DATA.

G. Frustration may lead to agaression.

G. Frustration may leadto apathy.

G. Frustration may leadto aggression.

S. Generalizes from data.

S. Generalizes from data. 6. South Africa haswithdrawn f Commonwealth and has moved -118- TO THE FREE EXAMINATION TITUDES AND DATA.

ROTECT RIGHTS OF MINOR-

TO THE FREE EXAMINATION TITUDES AND DATA.

may lead to aggression.

may lead to apathy.

may lead to aggression.

from data.

from data. Nn 6. South Africa has withdrawnfrom the British red Commonwealth and has moved towarda govern- -119- 165. Have a pupil write up imaginaryinterviews with an Af- Reeves, Shootin Sharpesville shooting. ville. rican and a white man-after the flips, Trager ch. 1.

166. Have a pupil write an imaginary dreamof a white man in South Africa who dreams that thetables are reversed and that the African controls the government. Or he might dream that he 'is an African caught byapartheid laws.

167. Have several pupils present a panel discussion onthe Kuper, An Afri question:What is happening to the educatedprofession- al and trading elite among the Africansin South Africa? The students should discuss their attitudes aswell as what is happenin9 to them. Afterwards, ask: What at- titude do you think these people will taketoward the government if they Cannot achieve reformsby peaceful means?

168. Read aloud a quotation from Luthuli and from Kuper on Luthuli, Let M the possibilities for peaceful change in SouthAfrica. Kuper, An Afr; Have pupils read some of the statements inFriedman p. 31. or Emerson such as the court orders orstatements by Friedman,I Wi people arrested and tried. Now discuss: How much Moved. chance do you thit,k there is for the Africans to gain Emerson and Ki rights in South Africa by peaceful means? ical Awakening PP. 94-915.

169. Have pupils read some of the decrees and laws passed in e.g. See Phil South Africa to restrict opposition. Discuss: What of Apartheid, -119 - tin write up imaginary interviews with anAf- Reeves, Shooting at Sharpes- white man after the Sharpesvilleshooting. ville. age Wiffips, Tragedy of Apartheid, ch. 1.

write an imaginary dream of a white manin who dreams that the tables arereversed and rican controls the government. Or he might he is an African caught by apartheidlaws.

Kuper, An African Bourgeoise. I pupils present a panel discussion on the What is happening to the educated profession- ing elite among theAfricans in South Africa? s should discuss theirattitudes as well as penin9 to them. Aftereards, ask: What at- ou think these peoplewill take toward the if they cannot achieve reforms by peaceful

a quotation from luthuliand from Kuper on Luthuli, Let My People Go. err lities for peaceful change in South Africa. Kuper, An African Bourgeoise, read some of the statements in Friedman p. 31. W' such as the court orders or statements by Friedman,I Will Still Be sted and tried. Now discuss: How much Moved. Ki ou think there is forthe Africans to gain Emerson and Kilson, Polit- in outh Africa by peaceful means? ical Awakening_ of Africa,

read some of the decrees and laws passedin e.g. See Phillips, Tragedy a to restrict opposition. Discuss: What of Apartheid, p. 80. 6-

-120- G. Freedom's relationship to democracy ment with one dominating part is a close and obvious one; theor- opposition party is permitted ganizationof majorities, thecom- serious restrictionsupon opp petition in goals, and the ability criticism. to oppose which democracy presupposes all depend on a high degree of personal freedom.

S. Generalizes from data.

A. SUPPORTS FREEDOM OF THOUGHT AND EXPRESSION.

A. VALUES PROCEDURAL SAFEGUARDSOF THOSE ACCUSED OF CRIMES.

G. Freedom's relationshipto democracy is a close and obviousone; the organization of majorities, the competition in goals, and the abilityto oppose which democracypresupposes all depend on a high degree of personal freedom.

S. Is committed to the freeexamination of social- attitudes anddata. 120- lationship to democracy part ment with one dominating od obvious one; theor- party (although an tte opposition party is permitted),and toward of majorities, thecom- op serious restrictionsupon opposition and goals, and the ability criticism. ich democracy presup- pend on a high degree of edom.

from data.

EDOM OF THOUGHT AND

DURAL SAFEGUARDS OF D OF CRIMES.

lationship to democracy nd obvious one; theorgan - najorities, the competition the ability tooppose icy presupposes all depend ree of personal freedom.

to the free examination -Itudes and data. -1121 - would be the effects of these laws upon opposition? Do you think that the prime minister of South Africa is justified in attacking Ole countries controlled by Af- ricans as dictatorships?

170. Have a pupil tell the class, using a dittoed outline Spiro, Polit which he has prepare°, how the government of South pp. 55-59. Africa has been modified in recent years to make it Kuper, An Af independent from the British Commonwealth and to change its structure and operations. Discuss: Why do you think South Africa withdrew from the Commonwealth?

171. Now have a pupil report on the account by Phillips, a Phillips, In Canadian editor, about what has been done to stop op- chs. 6-7, 13 position.

172. Have several pupils role play a Meet the Press broadcast featuring the current prime minister of South Africa. -121- e effects of these laws upon opposition? Do hat the prime minister of South Africa is n attacking the countries controlled by Af- ictatorships?

1 tell the class, using a dittoed outline Spiro, Politics in Africa, s prepares, how the government of South pp. 55-59. been modified in recent years to make it Kuper, An African Bourgeoise. from the British Commonwealth and to change re and operations. Discuss: Why do you think a withdrew from the Commonwealth?

pupil report on the account by Phillips, a Phillips, Tragedy of Apartheid, itor, about what has been done to stop op- chs. 6-7, 13-1U.

1 pupils role play a Meet the Press broad- ing the current prime minister of South -122-

A. IS CURIOUS ABOUT SOCIAL DATA. C. The Portugueie, British, and Sou have different reasons for tryin tain control over their remainin in Africa.

A. SCEPTICISM OF SINGLE -F4 {3R CAUSA- 1. The Portugueses are trying to TION IN THE SOCIAL SCIENCES. colonies in order to maintain ial empire and the economic b G. Groups may engage in power conflict; the colonies. They have faced one group tries to dominate another lemsin Angola and growing pr in order to take something from it, Mozambique. such as its labor or wealth.

A. IS CURIOUS ABOUT SOCIAL DATA.

S. Draws inferences from tables.

S. Is able to empathize with others.

S. Draws inferences from tables. -122-

So BOUT SOCIAL DATA. C. The Portuguese, British, and South Africans ryi have different reasons for trying to main- !nit tain control over their remaining colonies in Africa.

g t OF SINGLE-FifCT3R CAUSA- 1. The Portugueses are trying to keep their tai SOCIAL SCIENCES. colonies in order to maintainsome colon- is ial empire and the economic benefits from ace ngage in power conflict; the colonies. They have faced serious prob-. 9 Pr ies to doffinate another lems in Angola and growing problems in take something from it, Mozambique. labor or wealth.

BOUT SOCIAL DATA.

nces from tables.

empathize with others.

nces from tables. -123-

173. Quote Salazar to the effect that: "As anation, we are See Nielse the trustees of a sacred history; we consider thatit is our duty, and in the interests of the west, tosafe- guard it, and we sacrifice ourselves byfulfilling that duty." Tell pupils to try to decide as they studyfurther, who is making the sacrifice in the Portuguesecolonies in Africa.

174. Place on the board figures for white and non-white popu- Nielsen, lations in Angola and Mozambique. Discuss: Why might the p. 27. white people wish to have Portugal maintain control? Why would the Africans object?

175. Have several pupils role play a discJssion between Nielsen, several Africans living in Angola about the conditions ch. 2. which they dislike and what they should do about them. Nielsen, 113.

Okuma A

Carter, In Africa, c

Griffin, C LIMY. PP. 176. Project table comparing wages of Europeans and Africans Okuma, A doing the same kinds of work in Angola. Discuss:If you p. 37. were an African in Angola, how would you react to this dlfference?

177. Project a table showing the education of European child- Okuma, A -123-

zar to the effect that:"As a nation, we are See Nielsen, Africa,p. 109. ees of a sacred history; weconsider that it ty, and in the interestsof the west, to safe- and we sacrifice ourselves byfulfilling that 11 pupils to try to decide as they studyfurther, king the sacrifice in the Portuguesecolonies

the board figures for white and non-white popu- Nielsen, African Battlelin?.. n Angola andMozambique. Discuss: Why might the p. 27. ple wish to have Portugalmaintain control? Why Africans object?

rel pupils role play a discussion between Nielsen, African Battleline, fricans living in Angola about the conditions ch. 2. y dislike and what theyshould do about them. Nielsen, Africa, pp. 108- 113.

Okuma, Angola in Ferment.

Carter, Independence for Africa, a:9.

Griffin, Continent in a Hurry, pp. 36-40. table comparing wages of Europeans and Africans Okuma, Argola in Ferment, same kinds of work in Angola.Discuss: If you p. 37. frican in Angola, how would you react to this e?

table showing the education of European child- Okuma, Angola in p.38. 4-

-124- Detects inconsistencies.

S. Generalizes from data. 2. South Africa has refusedto eit independence to Southwest Afric ognize U.N. controlover the ar held as a mandate under the Lea tions. It wishes to incorporat into South Africa which adjoins

Q. IS CURIOUS ABOUT SOCIAL DATA.

A. SCEPTICISM OF PANACEAS. 3. The British have hesitatedto g dependence to some of theprbte A. IS CURIOUS ABOUT SOCIAL DATA. surrounded by South Africaor t -124- istencies.

eit m data. 2. South Africa has refusedto either grant ric independence to Southwest Africaor to rec- ar ognize U.N. control over thearea which it Lea held as a mandate under the League ofNa- rat tions. It wishes to incorporate thisarea ins into South Africa which adjoins it.

a SOCIAL DATA.

ANACEAS. 3. The British have hesitated to grant independence to some of the protectorates T SOCIAL DATA. surrounded by South Africaor to Rhodesia -125- ren and African children in Angola. Ask: What light does this table throw on the statements by Portuguese that they have no racial feelings of superiority and are trying to achieve L mission in their African colonies?

178. Place on the board figures for white andnon-white pop- Nielsen, Afric ulations in South West Africa. Ask: How does the white line, p. 2. figure compare with other parts of Africa? (Project table if necessary.) Discuss the implications for Af- ricans.

179. Have sev,-al pupils role-playa hearing before theU.N. Great Decision on whether or not South West Africa is under U. N. juris- 45-46. diction and whether the U.N. should declare thatS. Af- Nielsen, Afric rica has not carried out its responsibilitiesproperly. line, ch. 6. WITiTsen, Afric 123. Shepherd, Poli rican National 139. Lowenstein, B

180. Have three pupilspresent a panel discussion on the ques- Nielsen, Afric tion: Should the British grant independenceto the pro- line, ch. 5-. tectorates which are within or on the boundary of South Sliii7o, Politic -125- 'can children in Angola. Ask: What light able throw on the statements by Portuguese ave no racial feelings of superiority and to achieve a mission in their African colo-

e board figures for white and non-white pop- Nielsen, African Battle- South West Africa. Ask: How does the white line, p. 2. are with other parts of Africa? (Project cessary.) Discuss the implications for Af-

1 pupils role-play a hearing before the U.N. Great Decisions, 1965,pp. or not South West Africa is under U. N. juris- 45-46. whether the U.N. should declare that S. Af- Nielsen, African Battle- t carried out its responsibilities properly. line, ch. 6. ATETsen, Africa, pp. 120- 123. Shepherd, Politics of Af- rican Nati6757g15713T7-1-28- 13. Lowenstein, Brutal Mandate. pupils present a panel discussionon the ques- Nielsen, African Battle- ld the British grant independenceto the pro- line, ch. '. Nhich are within or on the boundary of South Si577b, Politics in Africa, *

-126- because they fear that the prot would fall to South Africa and whites would mistreat the Afri Rhodesia. Rhodesia has broken Britain and has faced an econm as a result.

S. Generalizes from data. 4. These colonies face much the s of economic problems as do the in the newly independent count Ir

-126- Prot because they fear that the protectorates and would fall to South Africa and that the fri whites would mistreat the Africans in ken Rhodesia. Rhodesia has broken away from ono; Britain and has faced an economic boycott as a result.

e s data. 4. These colonies face much the same kind the of economic problems as do the people )unt in the newly independent countri:s. -127- Africa. ch. 5. Halpern, Sou Hostages.

181. Have several pupils role play a Meet the Press broadcast Use Readers featuring Smith of Rhodesia.

182. Have a pupil write up a series of imaginary interviews. Nielsen, Afr with an African, a white settler in Rhodesia, Smith, Wil- line, ch.-3. son, and an Englishman who has a relative living in NiiTsen, Afr Rhodesia about the Rhodesian attempt to break away from line, pp. 53 Britain. Then project results of a British opinion results). poll on what Britain should do.

183. Invite as guest speakers, on different days, an African student and a white student from Rhodesia who are studying at a local college. Have them discuss the problems facing their country and the move for independence from Britain.

184. Discuss: On the basis of what you have heard in class, how would you compare the economic problems facing the colonies with those facing the independent countries in Africa? Are they better off or worse off? (Check against tables on per capita income, literacy rates, death rates, etc.) How do their economic systems compare? -127- ch. 5. Sou Halpern, South Africa's Hostages.

pupils -ole play a Meet the Press broadcast Use Readers' Guide. th of Rhodesia.

I./rite up a series of imaginary interviews Nielsen, African Battle-, an, a white settlerin Rhodesia, Smith, Wil- line, ch.I. nglishman who has a relative living in WiTsen, African Battle- t the Rhodesian attempt tobreak away from line, pp.33-54. (poll n projectresults of a British opinion results). Britain should do.

st speakers, on differentdays, an African white student from Rhodesia who are local college. Have them discuss the ng their country andthe move for indepen- itain.

the basis of what you have heardin class, I compare theeconomic problems facing the 1 those facing theindependent countries ,re they better off or worseoff? (Check :s on per capita income,literacy rates, tc.) How do their economic systems -128- S. Compares sources of information.

G. Although culture is alwayschanging, many parts or elements may persist for long periods of time.

G. People usually do not discarda trait completely; theyare more likely to modify itto fit into new situations.

S. Generalizes from data.

S. Sets up hypotheses.

A. FEELS A SENSE OF RESPONSIBILITY V. There is a strongmovement for cI FOR KEEPING INFORMED ABOUT tions among the African countries CURRENT PROBLEMS. non-alignment in the Cold Warstr however, Sub-Saharan Africa isa center for conflict among thewor

S. Reads for main ideasor to answer A. There have been questions. strong Pan-Afr of a variety of types sincein movements began in Africa. u

-128- es of information.

re is always changing, elements may persist ds of time.

do not discard a ly; they are more ,fy it to fit into

om data.

eses.

cl OF RESPONSIBILITY V. There is a strong movement for closer rela- ies ,IFORMED ABOUT tions among the African countries and for str MS. non-alignment in the Cold War struggle; a however, Sub-Saharan Africa is a potential wo r center for conflict among the world powers.

Af r ideas or to answer A. There have been strong Pan-Africanmovements in of a variety of types since independence movements began in Africa. -12g-

185. Show the film REPORT FROM AFRICA, pt. 1. This film de -1s Film: Repor with problems of all three types of countries in Africa. Pt.1. (See The film is now old, but it should serve as a good take- McGraw Hill, off to a comparison of the three different types of countries: independent countries controlled by Africans, independent countries controlled by whites, and colonies. Remind pupils of the date on which the film was made. Then discuss: To what extent do you think the problems presented in this film are stillin existence?

186. Now discuss: On the basis of what you have seen, read, or heard discussed, what similarities do you see among the problems facing the different kinds of countries in Africa? What differences do you see? Tell pupils the meaning of Negritude and the way in which the belief in Negritude has led to something of an idealization of the past. Discuss: How might such idealization help the new countries?What implications does this belief have for the kind of society which w!il develop in the future? How are ideas related to Negritude seen in the workings of the present governments?

187. Ask: From what you have read so far, what do you think might be some of the chief foreign policy decisions facing African countries? Facing the U.S.in our relations with Africa?

188. Have pupils read about Pan Africanism and African fed- Rosberg, Afr erations in books, pamphlets, and periodical articles. World Today, They should look for: (a) the purposes of the move- 57:S47-57=58 ment, (b) variations in type of federation in co- Joy, Emetain -129-

,,por lm REPORT FROM AFRICA, pt. 1. This film de.11s Film: Report From Africa: See ms of all three types of countries in Africa. Pt. 1. (3eTilNowl 11, now old, but it should serve as a good take- McGraw Hill, 54 min. mparison of the three different types of independent countries controlled by Africans, countries controlled by whites, and Remind pupils of the date on which the film Then discuss: To what extent do you think s presented in this film are stillin existence?

On the basis of what you have seen, read, scussed, what similarities do you see among s facing the different kinds of countries What differences do you see? Tell pupils of Negritude and the way in which the belief e has led to something of an idealization of Discuss: How might such idealization help ntries? What implications does this belief e kind of society which will develop in the w are ideas related to Negritude seen in the the present governments?

what you have read so far, what do you think me of the chief foreign policy decisions can countries? Facing the U.S.in our ith Africa?

Afr read about Pan Africanism and African fed- Rosberg, Africa and the d7:58 ) books, pamphlets, and periodical articles. World Today, pp. 37-39, look for: (a) the purposes of the move- 51:34737-58. min ariations in type of federation in co- Joy, Emeriing Africa, pp. -1307.

S. Generalizes from data. 1. There are a numoer of reaso Pan African movement: the G. Frequently, change introduced from "Negritude" and the feeling

the outside is accepted for a time, countries would profit by 1 with resulting loss of traditional and would be stronger inin values and conflict between gener- affairs if they could unite ations. Later, as members of the eration of some kind. society discover that they cannot participate fully in the dominant culture, or as they develop feelings of insecurity, they react by developing nativistic movements to reject the foreign culture and restore old cultural values.

G. Imperialism, and particularly attitudes of superiority by members of the imperialist country, give rise to feelings of frustration; when combined with the diffusion I

-130-

from data. 1. There are a number of reasons for the Pan African movement: the feeling of change introduced from "Negritude" and the feeling that African is accepted for a time, countries would profit by larger markets ing loss of traditional and would be stronger in international :onflict between gener- affairs if they could unite in a fed- ter, as members of the eration of some kind. ;over that they cannot fully in the dominant as they develop feel- ecurity, they react by qativistic ovements to foreign culture and re- tultural values.

, and particularly at- superiority by members rialist country, give lings of frustration; ed with the diffusion 4'

-131-

operation, and (c) the degree of success of the move- pp. 144-46. ment. Emerson and Kil Awakening of Af 158. Wallerstein, Af Salkever and Fl haran Africa, p Hodgson and Sto ing Map of Afri

McKay, Africa i itics, pp. 93-1 Carter, Politic pp. 209-Y44. Hapgood, Africa

189. Disc....ss: Why do you think there is so much feeling among Africans, particularly African leaders,about Pan African ism? -131-

) the degree of success of the move- pp. 144-46. Ki l Emerson and Kitson, Political Af Awakening of Africa, pp. 145 - 158. Af Wallerstein, Africa, ch. 6. Fl Salkever and Flynn, Sub-Sa- p haran Africa, pp. 587610. Sto Hodgson and Stoneman, Chars- fri ing Map of Africa, pp.IT-125. a McKay, Africa in World Pol- 3- I itics, pp. 93-153. tic Carter, Politics in Africa, pp. 209-744. ica Hapcood, Africa, ch. 7.

do you think there is so much feeling

, particularly African leaders, about -132- of nationalist ideas,it helps give rise to feelings of nationalism.

G. Nations may pool their power behind common goals in varying systemsof alliances and combinations.

G. Foreign policy considerations are affected by ideology, considerations of national self-interest, perceptions of power relationships between countries, expectations about how other nations will act, and domestic problems at home.

G. Mass production needs mass markets.

G. Nations may pool their power behind 2. There have been several att common goals in varying systems of federation among two or mor alliances and combinations. countries; most of them hav down. S. Generalizes from data.

G. Mass production needs mass markets. 3. Some of these movements hav various types of cooperatic economic common market sitt. -132- st ideas,it helps feelings of national-

pool their power behind in varying systems of d combinations.

cy considerations are ideology, considerations self-interest, percep- 4er relationships be- ies, expectations about tions will act, and do- ems at home.

ion needs mass markets.

att pool their power behind 2. There have been several attempts at mor in varying systems of federation among two or more independent ha d combinations. countries; most of them have broken down. from data.

ha ion needs mass markets. 3. Some of these movements have called for at, various types of cooperation oreven sit economic common market situations. I-

-133-

190. Have a pupil project a map showing the former feder- Rosberg, ation of North and South Rhodesia and Nyasaland. World Tod He should tell the class the reasons for creating Irvine, " the federation and for its failure. Federatio

191. Have three pupils role-play interviews between an Am- Cliffe, " erican newspaper correspondent dnd the leaders of and Reali Tanganyika and Zanzibar on their reasons for es- tablishing Tanzania, the extent of real federation, and what they hope to have happen next.

192. Now have pupils list on the board other types of cooperation, including attempts at economic cooperation and federation. Ask: What happened in each case? -133-

9, upil project a map showing the former feder- Rosberg, Africa and the Tod North and South Rhodesia and Nyasaland. World Today, pp. 52-54. II ) d tell the class the reasons for creating Irvine, "The Dissolving tic ration and for its failure. Federation."

ee pupils role-play interviews between an Am- Cliffe, "Tanzania: Myths ewspaper correspondent and the leaders of and Reality." ka and Zanzibar on their reasons for es- ng Tanzania, the extent of real federation, they hope to have happen next.

pupils list on the board other types of co- n, including attempts at economic cooperation ration. Ask: What happened in each case? -134-

S. Generalizes from data. 4) The future of Pan A clouded by the grow beliefs in independ fostered by the mov unity within the cc ever, some observer it will be easier t federation in Afric Europe.

G. Frequently, change introduced from B. African countries have adopt the outside is accepted for a time, non-alignment; they have tri with resulting loss of traditional from both sides of the cold values and conflict between genera- the same time not taking sid tions. later, as members of the so- war conflict. ciety discover that they cannot participate fully in the dominant culture, or as they develop feelings of insecurity, they react by developing nativistic movements to reject the foreign culture and restore old cultural values.

S. Generalizes from da a. 1. Former British colonies I considerable British aid capital and technical he' between these countries remain fairly good despil colonial status.

S. Generalizes from data. 2. 7ormer French colonies h4 within the French commun S. Identifies value-conflicts. received large amounts of Some of them are associal et -134- n from data. 4) The future of Pan Africanism is ro clouded by the growing nationalistic en beliefs in independent countries, mo fostered by the moves to establish c unity within the countries. How- ve ever, some observers believe that r it will be easier to develop a ri federation in Africa than in Western Europe. op y, change introduced from B. African countries have adopted a policy of tri de is accepted for a time, non-alignment; they have tried to get aid ld lting loss of traditional from both sides of the cold war while at s i d conflict betweengenera- the same time not taking sides in the cold ter, as members of the so- war conflict. cover that they cannot to fully in the dominant or as they develop feelings rity, they react by developing c movements to reject the ulture and restore old ',slues. as es from data. 1. Former British colonies have received aid considerable British aid in terms of he capital and technical help. Relations as between these countries and Britain Bpi remain fairly good despite the old colonial status.

h from data. 2. Former French colonies have remained nun within the French community and have o value-conflicts. received large amounts of French aid. :ia Some of them are associated with the -135-

Discuss: What do you think the chances are for aunited Africa? 44?

193. Have two pupils assume the roles of Nielsen and Mr.X, Nielsen, Af the African leader, and use Nielsen's chapter as the basis for a script for a class presentation.

194. Have a pupil prepare a table or chart showing the kinds and extent of British aid to former British colonies in Africa.

Read aloud several quotations about present relations between Britain and her former African colonies. Dis- cuss: Why do you think the colonies het along so well with the country which formerly controlled them?

195. Have a pupil prepare a report on the French community McKay, Afri, and the kinds of aid received by former African colonies Politics, c which have remained within the French community. He should also discuss the role of these countries in the -13S-

What do you think the chances are for a united Why?

Af pupils assume the roles of Nielien and Mr. X, Nielsen, Africa, ch. 5. can leader, and use Nielsen's chapter asthe r a script for a class presentation.

upil prepare a table or chart showing the kinds nt of British aid to former British colonies -a.

ud several quotations about present relations Britain and her former African colonies. Dis- y do you think the colonies het along so well e country which formerly controlled them? fri pupil prepare a report on the French community McKay, Africa in World c kinds of aid received by former African colonies Politics, ch. 8. ave remained within the French community. He also discuss the role of these countries in the Europecn Common Market.

S. interprets tables. 3. The African countries have, accept U.S. aid but have wo S. Identifies value-conflicts, becoming involved in the co flict and about becoming tc upon American capital and s subject to economit contro think could be a form of cc

G. Frequently, change introduced from 4. The African countries have the outside is accepted for a time, Glared their non-align* it with resulting loss of traditional war. values and conflict between generations. Later, as members of the society discover that they cannot participate fully in the dominant culture, or as they develop feelings of insecurity, they react by developing nativistic iuovements to reject the foreign culture and restore old cultural values.

S. Generalizes from data. C. Both the Soviet Union and Comn have granted economic aid and S. Considers alternative courses of have tried to spread communisn action. I-

European Common Market.

ave glad to tables. 3. The African countries have been e w accept U.S. aid but have worried about e c value-conflicts. becoming involved in the cold war con- g t flict and about becoming too dependent nd upon American capitaland so becoming tro subject to economic controls which they f c think could be a form of colonialism.

ave 4. The African countries have genrally c - , change- introduced from it is accepted for a time, clared their non-alignr ltin the cola ting loss of traditional war. conflict between genera- as members of the so- over that they cannot e fully in the dominant r as they developfeelings ity, they react by developing vements to reject the foreign cul- estore old cultural values.

C from data. C. Both the Soviet Union andCommunist China and have granted economic aid and adviceand nis alternative courses of have tried to spread communismin Africa. -I.

European Common Market. Discuss: What effectis the membership in either the French community or the European Common Market likely to have on attempts to establish a United Africa or at least more economic cooperation among African countries?

196. Have a pupil give a reporton American Aid to African Hodgson .and

countries. He should project tables and charts showiog f! :-.p DI' Afri the amount of Amer-an economic aid to Africancoun- tries as compared with aid to other countries. He icv.ay, Afri should also discuss the AfriL,,n reaction tos! .v. ai-1, .-i, chs.

Focus this discussion up3n ::-.:.! (7)-Aent to 1.hici: .....cis aid may be helpful in economic development andon the Montgomery, reaction to any attempts to tie aid to a stand in the cold war. Discuss: Should the U.S. grantmore economic aid to lfrican countries?

197. Quote one or more African lc.F.d.-s about the policy of Emerson and non-alignment. Then ask pupils to read to find out why Awakening African countries have takcn s..,..h a stand, Discuss.

198. Have a group of studentspresent a p:,nel d:,-,Lssic:.-1 on Nielsen, Af "How Successful Have the Communists Been In E.:tending pp, 32.35. Their influence in African Countries South Di- tha Snliara?" The students should discuss tha tec.rniqw.s us,.:1to try Shepherd, P to extend influence, the differences which have arisen Nationalism in the Soviet and Chinese attempts, and the degreeto which both have been successful. Discuss: WhatU.S. Brzezinski, I

ommon Market. Discuss: What effect is the

) 'n either the French community or the ommon Market likely to have on attempts to a United Africa or at least more economic )n among African coun_ries?

)il give a report on American Aid to African Podgson.and Stoneman, Ch

He should project tables and charts showing t:4.., .-.,f Africa, pp. l29-13 . of Ameri-an economic aid to African coun- :ompared voth aid to other countries. He l?cKny, Africa in Worll Poli-

50 discuss the Vr!:..nn rr..oction to s! .!, ni-1, .,..!....s, chs. 19-20. discussion uc.:n :1.:.! :)-Aerit to r.h i:.:;: s:...c:h helpful in economic development and on the Montgomery, Aid to Africa. o any attempts to tie aid to a stand in the Discuss: Should the U.S. grant more economic ican countries?

or more African lci-AH;s about t!,- policy of Emerson and Kilson, Political ent. Then ask pupils to read to find out why Awakening of Africa. untries have takLr s..,..11 a stand. Discuss.

up of students present a panel d:,-,;.:ssic.-1 on Nielsen, African Battleline, ssful Have the Communists Been In E.:tending pp. 32-35. uence in African Countries South of tha Sahara ?" Its should discuss th te:rn;qu..s u5:::1tr) try Shepherd, Politics of African influence, the differences which have arisen Nationalism, ER. 3. iet and Chinese attempts, aid the degree to I have been successful. Discuss: What U.S. Brzezinski, ed., Africa and -138-

countries have become Generalizes from data. D. The African S. the U.N. both becauseof their v and because issuesrelated to Af created seriousproblems to be r

value-confli ANO DESIRES TO E. The U.S. faces many A. VALUES OBJECTIVITY tries to determine itspolicies KEEP HIS VALUES FROMAFFECTING HIS INTERPRETATION OF EVIDENCE,ALTHOUGH fect Sub-Sahara Africa. RECOGNIZING THE IMPORTANT ROLEOF VALUES IN MAKING DECISIONSABOUT PROBLEMS DEMANDING ACTION.

S. Reads to answer questions. of the co FREE EXAMINATION 1. If we demand things A. IS COMMITTED TO THE confl AND DATA, help us in the Cold War OF SOCIAL ATTITUDES turn for aid, theAfrican cou likely to refuse theaid or a A SCEPTICISM OF PANACEAS. alienated by the demand.Yet Americans feel that weshout S. Identifies value-conflicts. aid to any countrywhich is I

-138-

ome countries have becomeimportant in rom data. D. The African v the U.N. both becauseof their voting power At and because issuesrelated to Africa have r created serious problemsto be resolved.

1 E. The U.S. faces manyvalue-conflicts as it s IVITY AND DESIRES TO policies which af- !ES FROM AFFECTING HIS tries to determine its )N OF EVIDENCE,ALTHOUGH fect Sub-Sahara Africa. THE IMPORTANT ROLEOF KING DECISIONS ABOUT NDING ACTION.

er questions. co the countries to TO THE FREE EXAMINATION 1. If we demand things of nfl help us in the Cold Warconflict in re- TITUDES AND DATA. cou turn for aid, theAfrican countries are r a likely to refuse theaid or at least be et F PANACEAS. alienated by the demand.Yet many ul Americans feel that weshould not give alue-conflicts. s aid to any countrywhich is not willing -139-

the Comm. World policies would be mostlikely to combat communist influence? (Do not discussthoroughly at this point, but further study and discussion.) McKay, Africa i raise the question for tics, ch. 12-13

Great Decisions 46-47.

Gygory & Gibbs: lems in int'l. lifT7M4:161. Shepherd, Polit 199. Have a student prepare adittoed sheet sumarizing the importance of Africa to the U.N. Heshould use it in Nationalism, ch presenting a report on this topic. Use Readers' GL

McKay, Africa tics, Part I.

Great Decision 200. Have pupils read about Americanforeign policy as related to Africa. They should read currentarticles as 48-49. well as books and pamphlets. Givethem questions to Rosberg, Afric guide their reading. World Today, c

201. Have a group of students role-play ameeting of the Senate Foraign Relations Committeewhich is holding hearings on economic aid to Africancountries. They should hear testimony and ask questions ofwitnesses who favor and oppose tying the aid totaking sides in the Cold War. Afterwards, make surethat the class can identify the value-conflicts involved inthe dispute. -139- rld the Comm. World, be most likely tocombat communistin- thoroughly at thispoint, but t discuss McKay, Africa in WorldPoli- ,a study and discussion.) tion for further tics, ch. 12-13.

Great Decisions,1966, pp. 46-47.

Gygory & Gibbs, eds.,Prob- lems in inel. Relations, pp. 244-261.

the Shepherd, Politics ofAfridan prepare adittoed sheet sumarizing Nationalism, ch. 6, p.11177 Africa to the U.N. Heshould use it in report on thistopic. Use Readers' Guide.

McKay, Africa inWorld Poli- tics, Part I.

Great Decisions,1966, pp. ead about Americanforeign policy as re- articles as 48-49. ca. Theyshould read current them questions to ric and pamphlets. Give Rosberg, Africa and the eading. World Today, ch. 10.

of students role-play ameeting of th2 in RelationsCommittee which is holding 'conomic aid to Africancountries. They :.estimony and ask questionsof witnesses oppose tyingthe aid to takingsides in that the class can . Afterwards, make sure value-conflicts involvedin the dispute. 4

-140-

to join usin the Cold War s against communism. On the of if we refuse to grant aid to which are non-aligned or whi some trade connections with we may force these countries even more toward the communi for help.

S. Identifies value-conflicts. 2. We could probably do as much good by improved trade arran S. Considers alternative courses of signed to hold up prices for action. goods and to purchase more A than we can by direct econo ever, such policies would a American voters and business

3. If we refuse to cooperate in to force South Africa to re strictions against Africans South Africa and Southwest A will alienate the rest of t countries.If we do cooperat a rove, we will alienate a is strongly anti-communist.

4. If we continue to maintain ( with Portugal, we will alie( Portuguese colonial peoples; pressure to bear upon Portu alienate an ally in the cui an all, which provides us wi bases.

5. If we do not cooperate with -140- r s to join usin the Cold War struggle of again:t communism. On the other hand, to if we refuse to grant aid to countries whi which are non-aligned or which have th some trade connections with the communists, ies we may force these countries into turning nun i even more toward the communist countries for help. such -lue-conflicts. 2. We could probably do as much or more ran good by improved trade arrangements de- for ternative courses of signed to hold up prices for African e A goods and to purchase more African goods )no than we can by direct economic aid; how- is ever, such policies would antagonize many less American voters and businessmen.

in 3. If we refuse to cooperate in some move re to force South Africa to remove re- ins strictions against Africans in both t A South Africa and Southwest Africa, we Ft will alienate the rest of the African arat countries.If we do cooperate in such a a move, we will alienate a country which is strongly anti-communist. in 4. If we continue to maintain good relations i er with Portugal, we will alienate the les ; Portuguese colonial peoples;if we bring -tu pressure to bear upon Portugal, we will alienate an ally in the cold war struggle- - w i an ally which provides us with military bases.

th 5. If we do not cooperate with Britain in 202. Remind pupils of Nielsen's interview with the African Salkever and leader. What did the African say about the importafIce Saharan Afri of trade? Now have pupils read to find out if theya- gree with him. Discuss: Why isit so difficult to fol- Goldschmidt, low this advice? and Africa,

203. Ask pupils toassume that they are presidential advi- Nielsen, Afri sers on foreign policy. Ask: What would you recommend pp. 65-72, 7 that the President do in relation to South Africa and Southwest Africa? Have each pupil writea position Shepherd, Poi paper for the President. Collect and identify several Nationalism, which take quite different views. Readexcerpts to the class. Then hold a class discussion on the question. Be Mahlhotra, " sure that pupils identify the value-conflicts involved. U.N." 204. Point out to the class several incidents in which the Shepherd, Pol U.S. took the side of Portugal duringU.N. debates or Nationalism, votes. Discuss: What effect would such positionsbe likely to have uponour relations with African coun- Nielsen, Afri tries? Why? Why doyou think we took such a stand? Pp. 27-35. What doyou think we should do in the conflict between Portugal and its African colonies?

205. Review briefly the issues related to Rhodesia'sattempt Nielsen, Afri -141-

and ils of Nielsen's interview with the African Salkever and Flynn. Sub - ri ..._. at did the African say about the importance Saharan Africa, pp. 26=30. low have pupils read to find out if they a- )im. Discuss: Why isit so difficult to fol- Goldschmidt, ed., The U.S. A/ice? and Africa, ch. 5.

%fri to assume that they are presidential advi- Nielsen, African Battleline, 7 reign policy. Ask: What would you recommend pp. 65-72, 77-97, 119-26. resident do in relation to South Africa and Pol frica? Have each pupil write a position Shepherd, Politics of African pm, ..he President. Collect and identify several Nationalism, p.188...... _ quite different views. Read excerpts to the 11 n hold a class discussion on the question. Be Mahlhotra, "Apartheid and the iupils identify the value-conflicts inwolved. U.N."

Pol to the class several incidents in which the Shepherd, Politics of African a, the side of Portugal during U.N. debatesor Nationalism, p".-1138. cuss: What effect would such positions be ifri 'lave upon our relations with Africancoup- Nielsen, African Battleline, ? Why do you think we took such a stand? PP. 27-35. u think we should do in the conflict between nd-its African colonies? fri .fly the issues related to Rhodesia's attempt Nielsen, African Battleline, -142-

its moves against the Rhodesia ment, we will alienate the Af we do cooperate, we will alien white leaders of a country wh mineral resources. If we do n Britain into more stringent m against Rhodesia, we may anta Africans.If we do try to do alienate many British who have and relatives in Rhodesia.

G. The formal distinction between 6. Unless we improve race relati domestic and foreign policy is all of our moves to aid Afric increasingly unclear. may have little impact upon t people.

S. Identifies value-conflicts.

S. Havin identified and defined a 071 em an value-confl icts and having studied the causes of the problem and possible alternative courses of action, he makes his choice among aTternatives in terms of whichalternativeseems most likely to achieve his goals. -142-

Si its moves against the Rhodesian govern- Af ment, we will alienate the Africans; if lie we do cooperate, we will alienate the wh white leaders of a country which has rich n mineral resources. If we do not push m Britain into more stringent measures to against Rhodesia, we may antagonize many o Africans. If we do try to do so, we may av alienate many British who have friends and relatives in Rhodesia.

t; stinction between 6. Unless we improve race relations at home, ric foreign policy is all of our moves to aid African countries t unclear. may have little impact upon the African people.

lue-conflicts.

fled and defined a alue- conflicts and the causes of the ossible alternative his ternatives in terms rnative seems most eve his qoa s. -143-

to set up an independent country withoutBritain's con- Pp. 55-58. sent. Ask: What were the issues involved?What measures did Britain take? What stand did the U.N. take? What Shepherd, Poli stand did the U.S. take? Discuss the value-conflicts in- Nationalism, p volved in making any U.S. decision about Rhodesia.(If necessary, project a table showingthe important re- Use Reader's G sources in Rhodesia.)

206. Discuss: Suppose you are the U.S. Secretary of State or Ambassador to the U.N. and you have just been trying to persuade African diplomats of our good intentions toward their countries. What domestic factors in this country, which they would see reported frequently in papers or might even experience, might affect their reaction to your remcrks? Why?

207. A pupil might prepare a bulletin board on "Value-Conflicts in U.S. Policies Toward Africa." Discuss the factors in- fluencing foreign policy decisions in our relations with Africa, being sure to po;nt out the need to assess the importance of different goals and judge the effects of different courses of action.

208. Perhaps have each student write a policy statement on what he thinks the U.S. should do in relationship to some current problem related to Africa. He should identify and define the problem and value-conflicts involved, should consider the causes of the problem, should indicate what he thinks are the probable consequences of different courses of action, and should then indicate why he has made his choice in terms of his particular goals. -143-

independent country without Britain's con- pp. 55-58. That were the issues involved? What measures take? What stand did the U.N. take? What Shepherd, Politics of African he U.S. take? Discuss thevalue-conflicts in- Nationalism, p. 179. eking any U.S. decision aboutRhodesia. (If project a table showing the important re- Use Reader's Guide. Rhodesia.)

ippose you are the U.S. Secretaryof State or to the U.N. and you have justbeen trying to rican diplomats of our good intentionstoward ries. What domestic factors in this country, would see reported frequently in papers or experience, might affect their reaction to s? Why?

ht prepare a bulletin board on"Value-Conflicts icies Toward Africa." Discuss the factorsin- oreign policy decisions in our relations with ng sure to.po;nt out the need co assessthe of different goals and judge the effects of ourses of action.

/e each student write a policy statement on inks the U.S. should do in relatiorship to it problem related to Africa. He shouldidentify the problem and value-conflicts involved, rider the causes of the problem, should in- t he thinks are the probable consequences nt courses of action, and should thenindicate made his choice in terms of his particular -144-

S. Is able to empathize with others.

S. Generalizes from data.

A. VALUES HUMAN DIGNITY. 1' -145-

Compare some of the choices in class and discuss reasons for the different choices. (Are they due to differences in values or to differences in interpretation of evidence and predictions of consequences of different courses of action?)

209.If possible, have pupils correspond with African students in one of the schoolsin Africa south of the Sahara. Perhaps use the school in which a localPolce_., Corpsman N teaching. Or make contact wiih a -,choolih:ough lors.al missionary gre4 p.flyy_ sloe you %,olk s;_udenls on :hf'ir 12. ;i1,11

, :")! ; 1 41;,1f1 i" I ;1

L C J Y , _)c dele; k:ilow '.!oul,! u-1,-.ei ;I: ; ou African ;11:1-nt nnd receiwd ihy?

Use the 11'CC2iVOd the Ali 1 j l .3tud,nts to help the class understand wore out Afri(.,a life and the feeliags of the Afritans. -146- BIBLIOGRPAHY ON AFRICA*

I. TEXTS, FOR STUDENTS teCovidson, Bas i 1and Haske A Guide to African Hi Ewing, Ethel E. Our Widening (Zenith Book--paperba World. Chicago: Rand McNally, City: Doubleday, 196 TT6Ted. *Editors of Current Events Kohn, Clyde and Dorothy W. Drummond. Our Times, and Read M The World Today, Its Patterns 1717FirTilNations Belo And Cultures., New York: McGraw- (Pamphlet). (Area st Hill, 1963. Part 12 and maps in booklet series). Col earlier chapters. erican Education Pres

Stavrianos, Leften S. and others. Eiselen, Elizabeth and Ma A Global History of Man. Boston: Uttley, Africa, (Pape Allyn and 1962. Ginn, 1966.

H. PAMPHLETS AND BOOKLETS. *Hapgood, David. Africa World in Focus bookie #Carter, Gwendolen M. South York: Ginn, 1965, Africa. (Headline Teiris .0-587Tit). N.Y.: Foreign #Isaacs, Harold R. and Em Policy Association, 1955. Africa, New Crisis in (Headline Series). N

*Chu, Daniel and Elliott Skinner, Policy Association, 1 A Glorious A eIn Africa. Zenith Book et . Gar en *Joy, Charles R. Emergi City: Doubleday, 1965. (Mult-text booklet). Scholastic Book Servi Key to Reading Level

**Very easy for 12th grade students. ##For only very good read graders. Those not key *Easy for 12th grade students. erage difficulty for 12

#Somewhat above-average difficulty for 12th grade students.

a -146-

BIBLIOGRPAHY ON AFRICA* s ke STUDENTS 4,1>mtidson, Basil and Haskel Frankel. Hi A Guide to African History. rba el E. Our Widening Tralth Bookpaperback). Garden 196 Chicago: Rand McNally, City: Doubleday, 1965. d. nts *Editors of Current Events, Everyweek, 271 e an.! Dorothy W. Drummond. Our Times, and Read Magazine. elo rld Toda Its Patterns merging Nations Below the Sahara. st 1 tures. New Yor---Earaw- (Pamphlet). (Area study unit Am- Col 1963. Part 12 and maps in booklet series). Columbus: res -r chapters. erican Education Press, 1967.

Ma Leften S. and others. Eiselen, Elizabeth and Marguerite ape al History of Man. Boston: Uttley, Africa, (Paper). Boston: and-Bacon, 1962. Ginn, 19W--- ca AND BOOKLETS. *Hapgood, David. Africa (Today's 1Te World in Focus booklet). New Gwendolen M. South York: Ginn, 1965. a. (Headline 3771is Em et). N.Y.: Foreign #Isaacs, Harold R. and Emory Ross. in y Association, 1955. Africa, New Crisis in the Making. N (Headline Series). N.Y.: Foreign ,1 el and Elliott Skinner, Policy Association, 1952. _...---- rious Age In Africa. in t Booklet). Garden *Joy, Charles R. Emerging Africa. Doubleday, 1965. (Mutt -text booklet). New York: ry i Scholastic Book Services, 1965. ading Level 12th ead y easy for 12th gradestudents. ##For only very good readers among key graders. Those not keyed are of av- 12 grade. y for 12th gradestudents. erage difficulty for 12th

ewhat above-average difficultyfor 12th grad:. students. -147- #Karis, Thomas. South Africa, "Sub-Saharan Africa," Great The End is Not Yet,( Headline New York: Foreign Polic Series), New York: Foreign iation, 1965, pp. 40-50. Policy Association, 1966. "South Africa," Great Decis #Kimble, George H. T. Tropical New York: Foreign Polic Africa: Problems and Promises. iation, 1965. pp. 38-48. (Headllbe Series Bookret). New Foreign Pc:icy 111. TRAVEL OR MEMOIRS BY VISITOR Association, 1961. Abrahams P ter. Tell Freed *Kimble, George and Ronald f Africa. N.Y.: Steel, Tropical Africa Today. St. Louis: WiBster Division, McGraw-Hill, 1966. Churchill, Rhona: White Man New York:- Morrow,T9627 *Lengyel, Emil. Africa in Ferment. (Oxford Social Stares Pamph- *Friedmann, Marion, Editor. let). New York: Oxford, !959. Still be Moved, Reports South Africa. Chicago: #Montgomery, John D. Aid to Africa: Tangle Books, 1963. New Test for U. S. (Headline Series Booklet). New York: *Joy, Charles R., Editor. Y Foreign Policy Association, 1961. People of West Africa, T Stories in Their Own Wor Rosberg, Carl G. Africa and the T17777--Uuell, Sioan and World Today. (Foreign Re- 1961. lations Series booklet.) Lomax, Louis E. The Relucta #Scott, John. Africa World's N.Y.: Harper, 1960. Last Frontier. (-Headline Series). N.Y.: Foreign #Lowenstein, Allard K. Brut Policy association, 1959. A Journey to South West N.Y.: Macmillan, 1962. Salkever, Louis R. and Helen M Flynn. Sub-Saharan Africa, #Luthuli, Albert, Let My Pei Struggle:Iggiist the Past. (Area N.Y.: McGraw -H(T1, 1962 Studies 0 Economic Progress booklet). Chicago: Scott Foras, ,n, lc', -147- eat s. South Africa, "Sub-Saharan Africa," Great Decisions. lic is Not Yet, (Headline New York: Foreign Policy Assoc- 0. New YoramForeign iation, 1965, pp. 40-50. sociation, 1966. cis "South Africa," Great Decisions, 1965. lic ge H. T. Tropical New York: Foreign Policy Assoc- 48. Problems and Promises. iation, 1965. pp. 38-48. Series Booklet). TOR Foreign Policy 111. TRAVEL OR MEMOIRS BYVISITORS OR AFRICANS. on, 1961. eed Abrahams, Peter. Tell Freedom: Mem- e H. and Ronald ories of Africa. N.Y.: Knopf, opical Africa Today. Webster Division, Man 11, 1966. Churchill, Rhona, White Man's God. New York:- Morrow, 1962. 1. Africa in Ferment. ociaTStudies Pamph- r. *Friedmann, Marion, Editor. I Will w York: is Oxford, 1959. Still be Moved, Reports from 0: South Africa. Chicago: Quad- John D. Aid to Africa: rangle Books, 1963. for U. S. TReadline

30 et . Y New York: *Joy, Charles R., Editor. Young olicy Association, 1961. , T People of West Africa, Their gor Stories in Their Own Words. 1 G. n Africa and the N.Y.: Duell, tioan and harce, Ja . (Foreign Re- 1961. eries booklet.) . cta Lomax, Louis E. The Reluctant African. Africa, World's N.Y.: Harper, 1960. itier. (Headline rut N.Y.: foreign #Lowenstein, Allard K. Brutal Mandate, st sociation, 1959. A Journey to South West Africa. 2. N.Y.: Macmillan, 1962, is R. and Helen M Pe ub-Saharan Africa, #Luthuli, Albert, Let My People Go. 962 Against the Past. (Area N.Y.: McGraw-Hill, 1562. ,n Economic Progress booklet). Scott Fors -in, 10/.7 I-

-148- Paton, Alan. Cry the Beloved ##Bohannan, Paul and Georg Country. New York: Scribner, Markets in Africa, Ei 1948. tence Economies in ira Anc or Paper ac N. Phitlips, Norman. The Tragedy of day, 1965. Apartheid: A journalist's Ex- periences in the South African #Bretton, Henry. Power an Riots. New York: McKay, Igo. in Nigeria: The Polit colonization. New Yor +V. OTHER BOOKS. 1962.

#000er,David E. Ghana in Trans- ##Brezezinski, Zbigniew, e ition (Paperback] New York: and the Communist Worl Atheneum, 1963. Ford Univ. Press, 1963

Baker, Richard St. Parbe. Kabongo, Brown, Leslie. Africa. N The Story of a Kikuyn Chief. Random House77965. ( TATaTiey-Oxford: George torial treatment in an Renold, 1955. bcok.)

##Bascom, William R. and Melville #Burke, Fred G. Africans J. Herskovits, eds. Continuity Order. (Spectrum pape and Change in African Cultures. ET5Tiwood Cliffs: Pre (Paperback - Phoenix Books). 1965. Chicago: U. of Chicago Press, 1959. #Carter, Gwendo:en M. Inde Africa. (Praeger Pape #Berghe, Pierre L. Van Den. Africa, N.Y.: Praeger, 1960. Social Problems of Change end Conflict. San Francisco: Coughlan, Robert and the E Chandler Publishing Co., 1965. Life. Tropical Africa World Library Series). Bohannan, Paul. Africa and the York: Time Inc., 1966 Africans. (Paperback in Am- erican Museum Science Books #Davidson, Basil. The Los Series.) Garden City, N.Y.: of Africa. (Paperback Natural History Press, 1964. Atlantic Monthly Press Little Brown, 1959. -148- Cry the Beloved ##Bohannan, Paul and George Dalton. New York: Scribner, Markets in Africa, Eight Subsis- tence Economies in transition. Anchor Paperback) N.Y.: Double- rman. The Tragedy of day, 1965. d: A journalist's Ex- s in the South African #Bretton, Henry. Power and Stability It New York: McKay, 1960, in Nigeria: The Politics of De- or colonization. New York: Praener, 1962.

, e E. Ghana in Trans- ##Brezezinski, Zbigniew, ed. Africa .r1 aperbackrNew York: and the Communist World. Stan- 1963. ford Univ. Press, 1963.

N Brown, Leslie. Africa. New York:

( Random House, T9 (A pic- an torial treatment in an oversize book.)

s Illiam R. and Melville #Burke, Fred G. Africa1s Quest for :pe ,ovits, eds. Continuity Order. (Spectrum paperback). 're nge in African Cultures. Englewood Cliffs: Prentice-Hall, ack - Phoenix Books). 1965. U. of Chicago Press, de #Carter, Gwendolen M. Independence for :pe Africa. (Praeger Paperback). erre L. Van Den. Africa, N.Y.: Praeger, 1960. i Problems of Change and

E . San Francisco: Coughlan, Robert and the Editors of ica r Publishing Co., 196:-. Life. Tropical Africa. (Life .). World LraryTE- Ser;es). New :66 aul. Africa and the York: Time Inc., 1966. s. (Paperback in Am- Museum Science Books #Davidson, Basil. The Lost Cities Garden City, N.Y.: of Africa. (Paperback). Boston: History Press, 1964. Atlantic Monthly Press Book, Little Brown, 1959. -149- #Davidson, Basil. Which Way Africa? Greenbough, Richard. Afr The Search for a New Society. Paris: UNESCO, 1961. (Penguin African Library Paper- back). Baltimore; Penguin, 1964. **Griffin, Ella. Contine The Challenge of Afri Eisen, Sydney and Maurice Filler, New York: Coward-MCC eds., The Human Adventure, Readings in World History, Vol. #Hailey, Lord. An Africa 2. New York: Harcourt, Brace Revised 1956. New Yo

and World, 1964. biaTrd Univ. Press, 1

#Emerson, Rupert and Martin Kilson. #Halpern, Jack. South Afr The Political Awakening of Basutoland, Bechaunal Africa. Englewood Cliffs: .(Penguin rice Hall, 1965. Library. paperback). Penguin, 1965. #Gibbs, James L., Jr., editor. Peoples of Africa. New #Hance, William. African York: Holt, Rinehart and Winston, Development, Vaperba 1965. York: Praeger, 1967

#Goldschmidt, Walter, ed. The #Highsmith, Richard M., J United States and Africa. Studies in World Geog (American Assembly. Paperback.) Occupance and Economy New York: Praeger, 1963 ed. Englewood Cliffs: Pr Hall, 1961. #Gould, Peter. Africa: Continent of Change. Belmont, Calif.: #Hodgson, Robert O. and E Wadsworth, 1961. Stoneman. The Changi of Africa. (Searchli #Gygory, Andrew and Hubert S. paperback). Princeto Gibbs, eds. Problems in Inter- Nostrand, 1963. national Relations (Paperback). r74171Wood Cliffs: Prentice- #Hunter, Guy. The New So Hall, 1962 ed. Tropical Africa. New OxTord 0777iii, 1962 -149- Af r Basil. Which Way Africa? Greenbough, Richard. Africa Calls... 61. rch for a New Societ Paris: UNESCO, 1961.

in rican 1 rary aper- Baltimore; Penguin, 1964. **Griffin, Ella. Continent in a Hurry, The Challenge of Africa Today. ey and Maurice Filler, New York: oward- McCann, 1962. The Human Adventure, s in World Historx, Vol. #Hailey, Lord. An African Survey, York: Harcourt, Brace Revised 1956. New York: rld, 1964. oxford Univ. Press, 1957.

pert and Martin Kilson. #Halpern, Jack. South Africa's Hostages: litical Awakeniing of Basutoland, Bechaunaland, and in . Englewood C iffs: Swaziland. -(Penguin African ) ce Hall, 1965. Library, paperback). Baltimore: Penguin, 1965. mes L., Jr., editor. can s of Africa. New #Hance, William. African Economic rba Holt, Rinehart and Winston, Development, (Paperback). New '67 York: Praeger, 1967 ed.

J dt, Walter, ed. The #Highsmith, Richard M., Jr. Case eog States and Africa. Studies in World Geography, omy can Assembly. Paperback.) Occupance and rconomy Tyees. Pr Praeger, 1963 ed. Englewood Cliffs: Prentice- Hall, 1961. ter. Africa: Continent A E n e. Belmont, Calif.: #Hodgson, Robert D. and Elvyn A. rt 1961. Stoneman. The Changing Map of Africa. (Searchlight Book ndrew and Hubert S. 755WEgE17). Princeton: Van eds. Problems in Inter - Nostrand, 1963. al Relations (Paperback). ood Cliffs: Prentice- #Hunter, Guy. The New Societies of 1962 ed. Tropical Africa. New York: Oxford U. Press, 1962. -150- Kariuki, Josiah Mwangi. 'Mau Mau' #Mehden, Fred R. von der. Po Detainee. (Penguin ATWEIR-- of the Developing Nations 17757Tpaperback). Baltimore: ISpect rum paperbacki. En Penguin, 1963. Cliffs: Prentice-Hall, 1

#Kimble, George H.T. Tropical ##Meyer, Alfred H. and John S Africa. 2 vols. New York: Geography in World Societ Twentieth Century Fund, 1960. Conceptual ApproaCT ,Phil Lippincott, 1963. (Vol. 1 is the more important. It deals with the subjectof Land and Livelihood. Vol, 2 Nielsen, Waldemar A. Africa. on Society andPolicy is also York Times Byline 11BUk= available in an Anchor Book back). N.Y.: Atheneum, from Doubleday in an abridged edition.) #Nielsen, Waldemar A. Africa line, American Policy Ch *Kittler, Glenn. Equatorial Southern Africa.. (Counci Africa. New York: Nelson, Foreign Relations Book. New York: Harper 1959. back.) Row, 1965. #Kuper, Leo. An African Bourgeoisie: Race, Class, and Politics in Okuma, Thomas. Angola in Fer South Africa. (Paperback). Boston: Beacon Press, 1 New Haven: Yale Univ. Press, 1965. *Paton, Aiello The Land and Mbeki, Govan. .South Africa: The of South Africa. (Portr Peasants' Revolt. (Penguin Nations Series). Philad African Library Paperback). Lippincott, 1964 ed. Baltimore: Penguin, 1964. *Paton, Alan and Don Weiner. McKay, Vernon. Africa in World in Transition. New York Politics. New York: Harper, ner, 1956. 1963. #Post, Ken. The New States Maclean, Joan C. ed, Africa: Africa. (Penguin Africa The Racial Issue TRZTJence paperback). Baltimore: Shelf VoU. 267-NO. 1) N.Y.: 1964. Wilson, 1954. -150- Po 'Mau Mau' #Mehden, Fred R. von der. Politics ons angi. 6- enguin AriarT-- of the Developing Nations. back). Baltimore: Trpectrum paperbackf. Englewood , 1 Cliffs: Prentice-Hall, 1964. n S ##Meyer, Alfred H. and JohnStreitelmeier. iet .T. Tropical Is. New York: Geography in World Society, A tury Fund, 1960. ronceptua1 ApproaCE, PhiladelpL,a: e more important. Lippincott, 1963. the subject of ca. Iihood. Vol. 2 Nielsen, Waldemar A. Africa. (New d Policy is also York Times Byline 1-66k= paper- an Anchor Book back). N.Y.: Atheneum, 1966. y in an abridged cai #Nielsen, Waldemar A. African Battle- Ch line, American Policy Choices in Inc i Equatorial Southern Airica.. (Council on c. York: Nelson, Foreign (telations Book. Paper- .per back.) New York: Harper and Row, 1965. African Bourgeoisie: Fe r and Politics in Okuma, Thomas. Angola in Ferment. Beacon Press, 1962. . (Paperbacki. Boston: ,ale Univ. Press, 1965. id *Paton, Alan. The Land and People rtr The of South Africa. (Portraits of the lad ouch Africa: vo t. 'enguin Nations Series). Philadelphia: ary Paperback). Lippincott, 1964 ed. Penguin, 1964. r. *Paton, Alan and Don Weiner. Africa ork Africa in World in Transition. New York: n76- ew York: Harper, ner, 1956. es #Post, Ken. The New States of West Ica ed,. Africa: Africa. (Penguin African library, e: Penguin, ssueTATaTence iiiii7Eack). Baltimore: 6, No. 1) N.Y.: 1964. -151- Powdermaker, Hortense. Copper Stavrianos, Leften S., ed. Town: Changing Africa. 4.Y.: in World History. Bos R57Ter, 1962. and Bacon, 1962.

Reed, David. Ill Days in Stanley- Theobald, Robert, editor. ville. New York: Harper and Nations of West Africa. Rowe, 1965. erence Shelf vol. 32, N.Y.: Wilson, 1960. *Reeves, Ambrose. Shooting at Sharpesville, The Agony of #Thoman, Richard S. and Do South Africa. Boston: Patton. Focus on Geog Houghton Mifflin, 1961. Activity: A- Coilectio Stales. (Paperback). Riddle, Donald H. ed. American McG767W7Hill, 1964. society in Action, Readin.gs for the Problems and Promise Thomas, Elizabeth M. The of American Democrat . People. (Paperback). ag eston Institute. Paper- back.) St. Louis: Webster Division of McGraw Hill, 1965. Turnbull, Colin M. The Lo African (Paperback). Schuyler, Philippa. Who Killed York: Simon and Schus the Congo? N.Y.: Devin- 1962. Adair Co., 1962. *Turnbull, Colin. The Peo #Shepherd, George W., Jr. The Africa. Cleveland: W Politics of African Nati7alism, Publishing Co., 1962 Challenge to American Policy. (Praeger Paperback). New #Wallerstein, Immanuel. A York: Praeger, 1962. The Politics of Indepe Vintage paperback. Ne #Spiro, Herbert J. Politics in Vintage Books, a divis Africa, Prospects South of the Random House, 1961. Sahara. (Spectrum Paperback). Eng ewood Cliffs: Prentice- Hall, 1962. -151- rtense. Copper Stavrianos, Leften S., ed. Readings inq Africa. N.Y.: in World History. Boston: Allyn and Bacon, 1962.

11 Daysin Stanley- Theobald, Robert, editor. The New York: Harper and Nations of West Africa, (Ref- erence Shelf vol. 32, No. 2). N.Y.: Wilson, 1960. e. Shooting at le, The Agony of #Thoman, Richard S. and Donald J. a. Boston: Patton. Focus on Geographic flin, 1961. Activity: A Collection o Original S tiaTes Pape Yor1ZT H. ed. American McGraw -Hill, 1964. Action, 11-5UTITF blems and Promise Thomas, Elizabeth M. The Harmless n Democracy. People. (Paperback). Institute. Paper-

. Louis: Webster f McGraw Hill, 1965. Turnbull, ....Ain M. The Lonely African, (Paperback). New ippa. Who Killed York: Simon and Schuster, N.Y.: Devin- 1962. 1962. *Turnbull, Colin. The Peoples of rge W., Jr. The Africa. Cleveland: World f African NatTOWalism, Publishing Co., 1962 to American Policy. aperback). New #Wallerstein, Immanuel. Africa, eger, 1962. The Politics of IndepilairiFe. Vintage paperback. New York: t J.. Politics in Vintage Books, a division of ospects South of the Random House, 1961. Spectrum Paperback). Cliffs: Prentice- -152- Woddis, Jack. Africa, the Roots of March, 1966. pp. 119-1 Revolt. New:York: Citadel Press, AiSkurnik, Walter, "New Mot West Africa," current *Zemba, Lydia, Ghana in Pictures. April, 1965, pp. (Visual Geog. NeWTork: Sterling Publ. Co., 1966 #Spiro, Herbert J. "Politi lity in the New Africa The Annals, July, 1964 V. ARTICLES.. 109. #Cliffe, Lionel, "Tanzania: Mythand Reality," Current History, April, #Ster1ing, Claire, "Ghana 1965, pp. z19-r23.+ Second Chance," Report 21. 1966, pp. 23-27. #Drake, St. Clair, "Democracy on Trial in Africa", The Annals, Thc. as, Clizabeth Marshall July, 1964, pp. 116121. theBUJIman Survives 0 the Harsh Kalahari," #Hovet, Thomas, Jr. "The Role of Geovra hi.c, June, 196 Africa in the United Nations," The Annals, July 1964, pp. 122- 134. VI. ATLAS AND MAP OUTLINES.

#Irvine, Keith. "The Dissolving Aschemeyer, Esther. Ma? 0 Federation," Current History, Dec., 1962, of Africa. St. Louts, pp. 339-345+. Milliken Publ. Co., 1 Leakey, L.S.B. and Des Bartlett, (Transparencies and d "Finding the World's Earliest masters.) Men," National Geographic, Sept., 1960, pp. 420-435. Boyd, Andrew and Patrick burg. An Atlas of Afr #Mahlhotra, Ram C. "Apartheid and the fairs (Praeger Paperb United Nations," The Annals, July, TTFraeger, 1963. 1964, pp. 97-109. Philis' Modern Colle e A Rowan, Carl T. "The Metamorphasis of rice. on on: eorg Jomo Kenyatta, " Readers' Digest, on Limited, 1961. I

-152- tck. Africa the Roots of March, 1966, pp. 119-123. :. New York: Citadel Press, #Skurnik, Walter, "New Motifs in West Africa," Current History, 'dia, Ghana in Pictures. April, 1965, 47-707-212. Geog. Series). flew York: ing Publ. Co., 1966 #Spiro, Herbert J. "Political St =li- nty in the New African Stats," The Annals, July, 1964, pp. 97- 109. _ionel, "Tanzania: Myth and ty," ivirliklEstarx, April, #Sterling, Claire, "Ghana Gets a pp. - .+ Second Chance," Re orter, April

21, 1966, pp. 23- . t. Clair, "Democracy on in Africa", The Annals, Thomas, Elizabeth Marshall, "Today 1964, pp. 110-121. the Bushman Survives Only in the Harsh Kalaari," National homas, Jr. "The Role of Geocraphic, June, 19637-5F-- a in the United Nations," B66188. nnals, July 1964, pp. 122- VI. ATLAS AND MAP OUTLINES.

Keith. "The Dissolving Anchemeyer, Esther. MaOutlines am," Current History, Dec.,1962, of Africa. St. Louis, o.: 39-345+. Milliken Publ. Co., 1967. L.S.B. and Des Bartlett, (Transparencies and ditto ing the World's Earliest masters.) National Gcographic, Sept., pp. 4213-435. Boyd, Andrew and Patrick van Rens- burg. An Atlas of African Af- a, Ram C. "Apartheid and the fairs (Praeger Paperback). K. d Nations," The Annals, July, V77Fraeger, 1963. 97.109. Philips' Modern College Atlas for rl T. "The Metamorphasis of Africa. London: George Philip Kenyatta, " Readers' on Limited, 1961.