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DOCUMENT RESUME ED 353 205 SO 022 820 TITLE History and Culture of Tanzania and Zambia: A Fulbright-Hays Seminars Abroad Program, Summer, 1992. Curriculum Projects. SPONS AGENCY Center for International Education (ED), Washington, DC. PUB DATE 92 NOTE 251p.; Some pages will not reproduce clearly. PUB TYPE -Guides Classroom Use Teaching Guides (For Teacher) (052) Collected Works General (020) EDRS PRICE MFO1 /PC11 Plus Postage. DESCRIPTORS *African Culture; *African History; Elementary Secondary Education; Foreign Countries; Foreign Culture; *Instructional Materials; International Educational Exchange; Learning Activities; Social Studies; *Teacher Developed Materials; Teacher Exchange Programs IDENTIFIERS Fulbright Teacher Exchange Program; Global Education; *Tanzania; *Zambia ABSTRACT The curriculum projects described in this collection were developed by U.S. classroom teachers who traveled to Tanzania and Zambia as part of the Fulbright-Hays teacher exchange program in the summer of 1992. The included projects are as follows: "Curriculum Project: Tanzania/Zambia Seminar Abroad '92" (Donelle Blubaugh); "East Africa and Its Women: A Unit Designed for Twelfth Grade Modern Problems Classes" (Thom Brzoska); "An African Unit Using Resource Based Learning" (Doris Cosley); "International Pen Pal Project" (Ellen Icolari); "Kickin' It in Khangas" (Betty Lau and Susan Renaud); "A View From Kilimanjaro" (Jean McCall); "To Be or Not To Be: A Question of Survival." (Carol E. Murphy--Middle School Curriculum, Diane Isaacs--High School. Curriculum); "Teaching Africa through the Arts" (Tamara Sax); "Developing Nations: Tanzania and Zambia" (Bob Scheele); "Africa Alive" (Mary Lillian Smith); and "Introduction to Africa" (Marilyn Strelau). (DB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** HISTORY AND CULTURE OF TANZANIA AND ZAMBIA A Fullbright-Hays Seminars Abroad Program Summer 1992 Curriculum Projects U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION "PERMISSION TO REPRODUCE THIS CENTER (ERIC) MATERIAL HAS BEEN GRANTED BY el<This document has been reproduced as 0 received from the person or organization originating it -0f-by 0 Minor changes have been made to improve Ir1n ie T r reproduction quality Points of view or opinions stated in this docu- ment do not necessarily represent official OERI position or policy TO THE EDUCATIONAL RESOURCES <4 INFORMATION CENTER (ERIC)." U i. tri 0 BEST cai-,m79I i''triak..1..1i4gfirii IidWalicry 072/7.0W 201s1W62.1c7.__Ath y7ck.A4DM' guffniggt-diajs c:Szininani aggzoact zogrcartz cSuinmzz 1992 Cuazieutu.rn diu.tgot Cieniauftirn g-ltoiezt:ganzan/a/Yamgia c.Stminaz difrz °az/ '92 ongrie BfaSaug East d frica. and gts (Wornzn: Cq tbia e.11324107 atf dam B2ZOirta . Owe& sodzyz efoi.ts C26/72. Ciffitaan (Lind gising Gfeed01.47aZ Bowl -tanning n3 Wiry gnte,.._ EffEn 0cotall 5(aab2/ Lt ffn 71 4,29as Betty -eau GS141a11 cRznauAri c:21(l/grata Xifimaniato dam`Si4Caff go E. ozcNot go 1z: C7'1 _Omit/on of S't,,,zoivat etamiautum ewrof E SI/Iworzy ,Agfi eat'Zidtlf-Lan fflanni 7 aagd129 Ogfli.Ca gfi'LOUgg LEM. C4Lt.1 ganzat a cSax E...(7Ef0121t29 ganzania and tan is Bog cSafmtft og-ftiza difivz Sl4w29..riffian c.Srnitl &Km/4n cStufau _Inttoduation toc2qtriaa gkoin Ezzoifea Izeonzinf-ncts Lk- foffowing frugfi4ation for s4at stories: Oiet (VOie-E-17 COLfzer (V14172v cg.ort CS'LOTif-1 twin ariea, aina, fftwita, A-2cm, arid Patin agnizzica Otoufr, 1992) gfion2 teattizufert4i zzaommvicil Cfizerers'/1/1u129o141'1 (E:mgaga7z) "(Wrio (Wig cstofi tizz fr.74 DONELLE BLUBAUGH, Middlebury Union High School Middlebury, Vermont 05753 Curriculum Project Tanzania/Zambia Seminar Abroad '92 What follows are descriptions of short lessons and longer term projects I developed with the classroom teachers with whom I consult. These activities are part of an African Studies unit for 9th grade students enrolled in an interdisciplinary, team-taught course which combines the study of world geography and Language Arts. Since students with a wide range of abilities, from learning impaired to gifted, take the course, many of the activities are "customized- projects for individual students. By the time our students begin their African studies they have had considerable practice applying the idea that all cultures have many things in common.We usually focus on the following: all cultures have histories, form governments, form groups, gather food, have ways of passing information and traditions from one generation to the next, use language (including oral language and the languages of the visual and performing arts) to express ideas and emotions and build shelter appropriate to their physical location and group needs. These "commonalities" serve as the lenses through which most of the regions and cultures we study are analyzed and compared. The conflict between tradition and modernity becomes a unifying theme as we study issues facing modern Africa. INTRODUCTORY ACTIVITIES--Our introductory activities focus on helping students realize that many aspects of Africa are more familiar than they might think. 1. Slide presentation: Photographs of people engaged in daily routine(work, marketing, conversation, play, etc.) and of "ordinary" sights (storefronts, transportation vehicles, signs, cinema, dairy farms, etc.) in Lusaka and Livingstone, Zambia are alternated with similar situations and scenes from our students' hometown. Prior to viewing the slides, students are asked to predict what they will see in a slide presentation intended to introduce them to life in an African country. Answers have varied from "huts" to "lions" to "starving children". The point is made when the students recognize, for example, that the parking lot farmer's market in Middlebury, Vermont is related to the giant, open-air market in Lusaka, Zambia. c) 2. The children's picture book, ASHANTI TO ZULU, is useful for introducing students to the customs of 26 different African groups. For a simple object lesson, students are asked to identify family or community customs they practice that serve functions similar to those illustrated in the book. On a more sophisticated level the book :an serve as a starting point for individual student research on the relationship between physical geography and the characteristics of a culture. FOOD -I prefer to prepare specific foods in connection with their mention in articles, stories and novels rather than organize giant end-of-unit feasts. A simple meal of ugali (stiff porridge) and spinach stew can be used to teach volumes about African ways with food. 1. THE AFRICA NEWS COOKBOOK (Penguin, 1985) is the best source I've found locally for recipes that replicate the flavors of foods I ate in homes and restaurants in Tanzania and Zambia. Recipes from all regions of the continent are presented and many of them are uncomplicated and inexpensive enough to meet the requirements of classroom cooking. Just as valuable is the introductory information about African foods, women and the production and preparation of food, and hunger issues. Many recipes are introduced with discussions of eating customs and the place of particular ingredients in African diets. NEWSPAPERS--A ten-minute browse through a local newspaper can generate a semester's worth of questions to research and problems to solve. 1. Newpapers from Nairobi, Dar Es Salaam and Lusaka can be used to illustrate the influences of European colonialism in East and Southern Africa. Students will observe, of course,that the newspapers are printed in English and that golf scores are reported. Students also notice that many Africans have Anglo given names and that many articles are concerned with post-independence issues. This review can serve as a way of generating topics for researching and reporting on colonialism and independence movements in African nations. 2. The newspapers can also be used to refute students' stereotypical images of Africa as a place devoid of modern conveniences, products and technology. We ask students to predict the content of Zambian and Tanzanian newspapers in the following categories: news, advertising, photographs and classified advertising. As they look at the newspapers BEST COPY AVAILABLE studenta record the cbaerve:1 Cantent j thoee four areaa and compare theirexpeataticns with-ieaiity., D2770PIFNT--Ninth grade :nt ofe moved by haaer. illness and ',7.at ir cohditions from Africa anf. think t at ap.iLi evelapment that: woulai ake :Le _aveo .n are like their canin ls a Jaogical ac,lUtian. We try to ataeas 'hela :he raarl,:aae of development is to the ajj of in ways that respect \aluea and envirormenr of the deve:.aping oegian. :he textb,-ak used in aur course, T,C3A.7J INSIGHTS (Hantula,,- F1'ckema, et al; Mer./aill,-187provides a.tu,--.1ent-.aw-i-ch same background on development efforts in African cantrie.a. WOMEN AND CHILDREN IN TANZANIA, an analy:F.is of the .-juality of Life for women and children in mainland 7anzania, -aubliahed 'ay UNICEF and the Tanzanian government, can provide information for students who would like to examine development issues closely. Once students have identified some health, education and economic needs of women and children in Tanzania. they can research how small- scale develcpment projects sponsored by humanitarian aarganizations are meeting these needs. Information about ouch projects can
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