Sei sulla pagina 1di 8
Modern Africa Modern World History Program TCr Brings Leaming Al “Toc Curriculum Institute development teams meet to plan strategies and accompanying curricular materials for teaching United States and World history in the middle school and high school classrooms. Each team member is, assigned a portion of the planned curriculum to develop, Activities are piloted n the classroom and teacher feedback is incorporated in the final version of the unit. Many of the development team members are teachers who also serve as trainers for History Alive! seminars and workshops across the country. Staff Bert Bower, Executive Director Vern Cleary, Curriculum and Instruction Consultant Jim Lobdell, Senior Director | Anne Maloney, Director of Curriculum Development Rachel Yee Quill, Curriculum Project Coordinator Pauny Rezai, Images Coordinator Kelly Shafsky, Teacher Trainer ‘Tim Stephenson, Art and Graphics Coordinator | Michael Chege, Visiting Scholar, Harvard University Center for Intemational Affairs Maureen Eke, Professor of English, Central Michigan University Ruth Franklin, Curator of the Art of Africa, Oceania and the Americas, Stanford University Museum of Art Katrina Hazzard-Donald, Associate Professor of Sociology, Rutgers University Patrick McCrystle, Researcher and Writer John Metzler, Outreach Coordinator, African Studies Center, Michigan State University ‘Trish Morgan, Music Consultant Richard Roberts, Professor of History, Director of the Center for Aftican Studies, Stanford University Derek Vowles, Graphic Artist The Modern World History Development Team Charnette Baker, San Leandro High School, San Leandro, California Herlinda Beleher, Calexico High School, Calexico, California ‘Tamar Dorfman, Castro Valley High School, Castro Valley, California Loyal Frazier, Central High School, El Centro, California Jeff Goldstein, Castro Valley High School, Castro Valley, California Lee Swenson, Aragon High School, San Mateo, California Mike Warmer, East Bakersfield High School, Bakersfield, California TCr sess [120 Fast Meadow Drive Palo lio, Califia 94303, (Copysiht © 1996 by Teaches? Cuiclum laste, Al sighs reserved, Reprinted in 2003. eumision is grnted to sepeeduce student handouts ony No other parts ofthis publication may be reproduced without writen Pennission frm the publisher Printed inthe United States of America, ISDN 1-58371-607-6 23456789 100705, & Print co expel poet Table of Contents Introduction < Sect AN OVERVIEW OF AFRICA i 14 Py Discovering Africa’s Diversity 2 In this Writing for Understanding activity students view images that reflect diversity in Aftiea—in such areas as the economy, religion, and clot ‘write an acrostie poem. Afterward, they leara about three heritages of Africa by reading an Bast African’s oral history. Constructing a Timeline of African History 12 Ii this Social Studies SI key historical periods of African history. il Builder activity, students match descriptions of eight ith corresponding maps and dates to complete a timeline Section A CASE STUDY OF NIGERIA 21 RE r= © Teaches Curiulam Tatiute Creating Illustrated Spoke Diagrams of 22 Precolonial Nigeria In this Problem Solving Groupwork activity students eat illststed spoke diagrams depicting aspects of life of three prominent ethnic groups in Nigeria: the Hausa-Fulani, Igbo, and Yoruba. Facing Colonialism: How Would You Respond? 40 In this Response Group activity students assume the role of Nigerians to ‘determine how to respond to various events during colonial rule: the slave trade, protection weaties and Christian missionaries, Jaja of Opobo, Lagos and Chief ‘Oluwva, and women’s reaction to colonial taxes. A Conference on Independence: 52 Planning Nigeria's Future In this Experiential Exereise students assun the three regions of colonial Nigeria to patti plan—ineluding a new political map, nati for a newly independent Nigeria. the role of representatives from pate in a conference to create a ial flag, and pledge of allegiance — Analyzing Three Types of Nigerian Art 67 In this Response Group activity students identify and compare traditional, turban, and intemational art works to lesan about art in modern Nigeria, Modern Africa