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Urbanization in Africa. a Resource Unit. Project Africa, 1970. INSTITUTION Carnegie - Mellon Univ., Pittsburgh, Pa

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Urbanization in Africa. a Resource Unit. Project Africa, 1970. INSTITUTION Carnegie - Mellon Univ., Pittsburgh, Pa DOCUMENT RESUME ED 040 912 24 SO 000 155 AUTHOR Garland, William E. TITLE Urbanization in Africa. A Resource Unit. Project Africa, 1970. INSTITUTION Carnegie - Mellon Univ., Pittsburgh, Pa. Project Africa. SPONS AGENCY Office of Education (DREW), Washington, D.C. Bureau of Research. BUREAU NO BR-7-0724 PUB DATE 70 CONTRACT OEC-3-7-070724-2970 NOTE 91p. EDRS PRICE EDRS Price MF-$0.50 HC-S4.65 DESCRIPTORS *African Culture, Annotated Bibliographies, Cross Cultural Studies, Grade 12, *Inquiry Training, *Instructional Materials, Secondary Grades, Social Change, Social Studies, *Social Studies Units, Socioeconomic Influences, Teaching Guides, *Urbanization IDENTIFIERS *AfricaF Project Africa ABSTRACT The introduction to this suggested resource unit discusses several different approaches to the study of urbanization and its impact in Africa south of the Sahara. Part I of this unit includes an annotated bibliography of selected sources. The brief descriptions of selected materials should prove useful in classroom study, and in the development of units of study organized along the lines of one or more of the approaches suggested. Part II consists of a model teaching unit which isbuilt on an inquiry-teaching strategy. A variety of materials are utilized to explore the impact ofurban life on individual Africans, their responses to this way of life, and implications of these responses for the students themselves. It is designed for use by high school seniors. Daily lesson plans, outlines of materials and copies of handouts, work sheets, studyguides, and selected reading materials for student use are included. Some related materials are: ED 023 692, ED 023 693, ED 030 010, ED 032 324-032 327, and ED 033 249. (SBE) URBANIZATION IN AFRICA A RESOURCE UNIT PROJECT AFRICA 1970 U.S. DEPARTMENT OF HEALTH, EPUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS STATED DO NOT NECES- SARILY REPRESENT OFFICIAL OFFICE OF EDU- CATION POSITION OR POLICY. The research reported herein was performed pursuant to a contract with the United States Department of Health, Education and Welfare, Office of Education. Project Africa Carnegie-Mellon University Schenley Park Pittsburgh, Pennsylvania15213 PREFACE This resource unit has beenprepared-by William E. Gar land,,research associate on the staff of ProjectAfrica, a social studies curriculum research: and developmentproject' locatedatZarnegie-Mellon University in Pittsbutgh,. Pennsylvania. It is based- on. researchconductedby Project research 'associate Lamont Thomas, an experiencedclassroom teacher -of African history andcultUresand-kira _Garland-.-The-unit itself has been designed in consultation with leading specialists on-African- society vrbanization., ,-;This unit 'consists of an introductiom andtwq:_major,sections.. In the' :introduction, Mr.. Garland%susgeste 'several,different,-approaches to. the study ..of, urbanization-, inAfrica ,south of the Sahara.An, annotated bibliography' of: Selected;.:sOurces: on=various aspects-of'urbanization inAfrica and its:-Impact -on Africans,.follows,-as Tart- -X--ofthis. unit. Included-,-here; are-brief -descript-ions.of .,selected .,materials that.w_111 prove useful in classroom study _of!..this These :materialshave been-,classified, and :annotated.,-_,in _-&-Tarietyof -ways Reference to this listing -May '_',provide =materials and/orideas -which-will ,possiblethe development.':of_unitk_vf: Study, :organized:along- -the --lines of one or more of Ithelapproaches suggested _by.-!Mr. :Garland :or '31)Y any .classroom, teacheray,-__ Part II of this report consists of a model teachingunit. This_ particular unit is built on an inquiry-teaching strategyand utilizes a varietyltf .materialsto-:explorethe impact of -urban, life, on individual Africans, their .responses to this way of life andimplications of these. responses for the studentsthemselves. It is designed for use byhigh school seniors. ii This teaching unit, as reprinted here, includes dailylesson plans, outlineti of materials and Copies of handouts, work sheets andstudy guides detigned forstudentuse. The unit concludes with a set of reading materials selected for student use.All -teacher materials in this resource unit -are- printed on yellow paper. Materials for use -by the students are pr-inted.on white paper to facilitate duplicationby athermofnor other similar :process. It should be noted that the teaching plan andinstructional materials which couiptite this Unit, While designed by experienced. classroom teachers, have not'teen"testedin aAnyclassroom 'setting.They may tor may not be Immediatelydsefulforany specific 'curriculum or- grotipof :students*._ Theyare:Ptidentedhere, 'tether, as a 'model. of one possible wayto-.intro- due6 a -study. of-UrbanlifeinAfrita--,as a suggested teaching -unit which . a teacher-mayrevise, 'build On 'or excerpt frot as his and-idsstudents' objectives;- interestsandabilities didtate. 'Th.ia reportisby7iio meanspresented"asa."finalproduct" but -rather as .aresource=tioMethiiig to'be ,drattn on inbuildirt&-,a specific learning, experientefor aEipeCific gittip of students. 'When.thia'bibliographY-and teaching Unit ;are7thtiii 'tiled, they willhopefully-contribute to :exciting and usable classroom learning about Africa and even,perhaps, about ourselves. Carnegie-Mellon University :Barry I. Beyer,-.Director-7 Spring, 1970 Project Africa CONTENTS Preface Urbanization in Africa - An Introduction Part I:Selected Materials on Urbanization in Africa Part II: A Teaching Unit on Urbanization in Africa 15 1-4 1' iul it AFRICAN URBANIZATION Africa south of the Sahara, as elsewhere in the world, is urbanizing at an aStoniShing rate. Mete are-tanyWhd view this-development with alarm and predidt the isMehtlifig" of the ttaAitional African cultures as an inevitable. consequence. Other observers tend *Make light of-the oftenSeVeke.pertonal shd_grOup problets which do iiv::fact occur in African cities_,. these problems of adjustment as-mete "growing pAins." What is too-often °Vet-looked by both groups, however, is the sheer variety of urbanism in Africa- -a variety which makes it very difficult togeneralize about an "African" urbanization. Most impcittant-of-alii-tine-ShOUldtecognize-that ihecity:-is not new to Aftica._.Trading_ cities have risen and fallen in Africa along with the fortunes of-the, ttans4aharaktraders and thobe of the-sea captainti car- rying merchandlise betWeem the OAS Of 'India and China and those of EaSt Africa. Other cities, centers of political and religious dominance, have developed throughout the continent i=in fadt,'-thiirhas-likely been a fairly common developmental; over Africa. Indeed,:atl.east_one of the people's of Africa have A centuries -old tradition of tikbaniam.-The Yoruba people have apparently lived in cities since their arrival in Western Nigeria and now look "down" upon people who do not live in cities. They call them Hicks! Thus, it should be clear that the impact of urbanization on Africans will likely vary considerably -=at least to the extent to which a given area has had some prior experience with an urban way of life. roaches To SttuMEizkLI Al an Urbanization The teaching of Urbanization in Africa can be an exciting experience for high school students, perhaps simply because city life is so power ful a force in their own lives as well, as in that of Africans. It would be especially exciting, moreover, to teach such a unit along-in- quiry lines-. So little is really known about African urbanization--or indeed the impact of an urban way of life on people everywhere --that students so engaged would be trull operating on the "cutting edge" of social science knowledge. Information about African cities may also be thought of as comprising a vast data bank. From such a bank, teachers and students may withdraw certain selected facts so as to develop an understanding of concepts taken from the social science disciplines. For example, one may help students to conceptualize, one of the methodological tools of geography by arranging-i or have them arrangethe urban data spatially, as on maps, then perhaps they might make go on to inferrences about the quality of life in the social "universe" encompasedby that data.- Substantive concepts from sociology..-"role" or "norm",.for instance-might-reaionably be developed from-a comparison of life styles in the village and its nearby city. Or perhaps students might go beyond such "narrow" field of vision and even develop generalizations about social change itself! Finally, although not exhaustively, data dealing with cities in Africa 1. 2. may be approadhed at the individual level ofanalysis. Such a way of looking at Africamcity life might be expected to*have considerable- appeal for high -school students as the materials for such analysis- - case studies and.fictional_accdunts-..may haVe some intrinsicappeal. It is, in fact, a arch more intense. and emotion-laden view of city life, than the-More "objective" approaches mentioned earlier-in the introduction. Introduction to Materials on African Urbanization So as to assist teacherS in planning units, perhaps along the lines suggested Above,. we have prepared" the f011oWing materials: Part I Selected Materials on African Urbanization Par0I A Teaching Unit op:African Urbanization I. SELECTED SOURCES ON AFRICANURBANIZATION A. GENERAL SOURCES Herskovits, The Human Factor in Chan ino Africa.New York: Alfred A. Knopf, 1967. pp. 259-297.(500 pp.:Hardcover). In his
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