ERIC ED370854: Lesson Plans on African History and Geography: A Teaching Resource. PDF
Preview ERIC ED370854: Lesson Plans on African History and Geography: A Teaching Resource.
DOCUMENT RESUME ED 370 854 SO 023 807 AUTHOR Hamilton, Robert E., Ed. Lesson Plans on African History and Geography: A TITLE Teaching Resource. Florida Univ., Gainesville. Center for African INSTITUTION Studies. National Endowment for the Humanities (NFAH), SPONS AGENCY Washington, D.C. PUB DATE 92 CONTRACT ES-21479-87 NOTE 92p. AVAILABLE FROM Center for African Studies, University of Florida, 427 Grinter Hall, Gainesville, FL 32611. Classroom Use Teaching Guides (For Guides PUB TYPr; Tests/Evaluation Instruments (160) Teacher) (052) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS *African Culture; *African History; Cultural Awareness; Cultute Conflict; Elementary Secondary Education; *Geography Instruction; Global Approach; *History Instruction; Learning Activities; Maps; Multicultural Education; *Non Western Civilization; Religion Studies; Slavery; Social Studies IDENTIFIERS *Africa; Global Education ABSTRACT This document presents lesson plans for instruction concerning the history and geography of the continent of Africa. (1) "The Challenge of Teaching Afrcan History and Topics include: Culture" (Robert Hamilton); (2) "A Physical Overview of Africa" (Robert Hamilton and Kim Lilly); (3) "A Cultural Overview of Africa" (Robert Hamilton and Kim Lilly); (4) "Early Christianity in Egypt and Ethiopia" (Dona J. Stewart); (5) "Islam" (Dona J. Stewart and Robert Hamilton); (6) "The Saharan Caravan Trade" (George Burson); (7) "African Diaspora" (Walter F. Urbanek); (8) "Zimbabwe" (Sylvia C. Udall); (9) "African Runaway Slave Communities: Palmares and Florida" (Linda B. Mager); (10) "Christianity in Africa: 1500 to the Present" (Robert Hamilton); and (11) "Modern Africa" (George Burson). The document also includes a list of maps, a foreword and preface, acknowledgements, and a discussion of the challenges of teaching African history and culture. The topical chapters include student readings, discussion questions, a sample test consisting of term matching, true or false questions, short answer questions, and essay questions. Each chapter also presents a listing of suggestions for further reading. (SG) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Lesson Plans on African History and Geography: A Teaching Resource LU Robert E. Hamilton, Editor U.S. DEPARTMENT OF EDUCATION Ofhce of Educattonal Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) is document has Cien reproduced as reCeived from the person or organization originating it 0 Minor zhanges have Peen made to improve fProduction Quality Points of inv., or opinions slated in this dot mini do not necessarily represent othcial OERI posibon or policy I I "PERMISSION TO REPRODUCE THIS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." The Center for African Studies University of Florida 427 Grinter Hall Gainesville, Florida 32611-2037 BEST COPY AVAILABLE History and Lesson Plans on African Geography: A Teaching Resource Robert E. Hamilton, Editor The Center for African Studies University of Florida 427 Grinter Hall Gainesville, Florida 32611-2037 Countries ard Capitals Political Map: tr- , , Tonle Alpitars Palm 1 S E 4 OCC. #09' El ()antra (Cairo) \ . ALGERIA El Won LIBYA EGYPT MAURITANIA CAPE IMAGE Nowitc Marlow NIGER MALI -"" Dakm . CHAD SENEGAI. Praia Niamey SUDA N GAMBIA Bamako BURKINA Ban$0 OBboutl DJIBOUTI Welismone FASO OrweellaN1100 GUNIEMNSIAU . Midis Ababa GUINEA Semsu NIGERIA Corwin ETHIOPIA Freetown COTE agf) § Lagoa GHANA DIVOIRE SIERRA LEONE Accra CENTRAL AFRICAN REP. Mellen Marrow% Bawd_ 4° UBERIA CAMEROON Se di Yattund *AMINO Magelahu !Cr LI4r2A EQUATORIAL GUINEA INDIAN KENYA SAO TOME and Primo, LIOnwitio Ale Tam GA WM orsAN RWAWA NIIKSM ZAIRE tr BURU BraWytila ATLANTIC 11444AMIOTS Kinshasa 4 Victoria TANZANIA SEYCHELLES I. Der m Siloam Luanda Moroni OCEAN COMOROS ANGOLA ZAMBIA Lusaka Hamr Q. NI. porpApet * m (., m 250 500 750 km O 0 BOTSWANA NAMIBIA w°. -1 Pon Louis Ciabotonat 5 Pretoria 250 730 riMas WinhorM SOO O Wool* LUMBAR Abmuihat Equoi-Arsa Proppaon SWAnLANO .3 Gout CP 20RE Mosbanr SOUTH The Dewclaws and nom. on Mit map do not el LESOTrID) wcwolfIcelonaonorrent or accapionco Dy Wt MU M N., United !Wilms AFRICA 1. Mair I.Milod Manors Map No 304t Ray t wirmaron Raparno KI. BEST COPY AVAILABLE Source: Africa Today: An Atlas of Reproducible Pages. © 1990 World Eagle, Inc. Revised Edition. Reprinted hsre with permission. Further reprinting is not permitted. 4 Capitals Countries, Populations, and Listed balow are 51 countries, plus Namibia and Western Sahara Estimated Est'd Population 12ar Pot:niacin cakt4.1 Mid-1989 Country or Region 1987 1 483 000 Algiers 24 900 000 Algeria (El Djazair) 1,100,000 1988 Luanda 8 500 000 Angola 208 258 1982 Porto-Novo 4,700,000 Benin 96,000 1986 Gaborone 1,200,000 Botswana 366 000 1986 Ouagadougou 8,700.000 Burkina Faso 272 000 1986 Bujumbura 5,500,000 Burundi 1988 700 000 Yaounde 10,800,000 Cameroon 1986 50,000 Praia 400 000 Cape Verde 473,000 1985 (met.) Bangui 2,800.000 Central African Rep. 1986 511 OCO N'djamena 4,900,000 Chad 38,000 1988 (met.) Moroni 400 000 Comoros 595,000 1984 (met ) Brauaville 2200.000 Congo Republic 1985 (met.) 1,850.000 Abidjan 12 100,000 Cate d'Ivoire 200.000 1982 (met.) Djibmiti 400,000 Djibouti 6 305 000 1988 El Oahira 54,800,000 Egypt (Cairo) 38,000 1989 Malabo 400,000 Equatorial Guinea 1984 1,412,000 Addis Ababa 49,800,000 Ethiopia 352 000 1987 Libreville 1 100 000 Gabon 40 000 1986 Banjul 800 000 Gambia 949 000 1988 Acaa 14 600 000 Ghana 656 000 1983 Conakry 7 , 100,000 Guinea 109 500 1979 Bissau 1 000,000 Guinea-Bissau 959,000 1987 24 100 000 Nairobi Kenya 80250 1984 Maseru 1,700,000 Lesotho 1987 400 000 Monrovia 2 500 000 Liberia 1982 820 000 Tripoli 4,100.000 Libya 650 000 1985 Antananarivo 11 600.000 Madagascar 220 000 1987 Lilongwe 8 700 000 Malawi (met.) 800.000 1986 Bamako 8 900 000 Mali 1987 400 000 Nouakchott 2,000,000 Mauritania 1986 155.000 Port Louis 1 100 000 Mauntius 558 000 1984 Rabat 25,600.000 Morocco 882,000 1986 Maputo 15200,003 Mozambique * 114,500 1988 Windhoek 1,800,000 Namibia 1987 350.000 Niarney 7,400,000 Niger 1,243,000 1988 « Lagos 115 300 000 Nigeria '989 300 000 Kigali 7,000,000 Rwanda 40,000 1988 Sio Tomi 100 000 Sio Tomi and Piincipe 1986 1,300,000 Dakar 7,200,000 Senegal 23,000 1986 Victoria 100 000 Seychelles 469 000 1985 Freetown 4,100.000 Sierra Leone 700 000 1988 Mogadishu 8,200,000 Somalia (met.) 1,900,000 1985 Cape Town 38 500,000 South Africa (Legislative) 476.000 1983 Khartoum 24,500,000 Sudan 52 000 1986 Mbabane 800,000 Swaziland 1986 1 400 000 Dar es Salaam 26 300 000 Tanzania 1985 300 000 Lomi ,3 400 000 Togo 1984 1,000,000 Tunis 7 900,000 Tunisia 1988 331 000 Kampala 17,000,000 Uganda 1982 .96,784 El Asiun 200 000 Western Sahara 1985 3 000 000 Kinshasa 34 900 000 Zaire 1987 818,000 Lusaka 8,100,000 Zambia 1988 730 000 Harare 10,100,000 Zimbabwe Total population for the 51 countries plus Namibia and Western Sahara: 646,000,000 Total does not sum because of internal rounding. Population figures for countries from Population Reference The Statosman's Year-Book, 198849. *Thekas Bureau, Inc. 1989 World Population Data Sheet Population 89. Wort YajLsL.,g_tok 1 + Same estimatm say Lagos has over 4 million population. figures for capitals from The 1990 World Almanac and Book of Facts. Source: Africa Today: An Atlas of Reproducible Pages. © 1990 World Eagle, Inc. Revised Edition. Reprinted permitted. here with permission. Further reprinting is not BEST COPY AVAILABLE TABLE OF CONTENTS iv List of Maps Foreword vi Preface The Challenge of Teaching African History and Culture 1 Robert Hamilton A Physical Overview of Africa 9 Robert Hamilton and Kim Lilly A Cultural Overview of Africa 17 Robert Hamilton and Kim Lilly Early Christianity in Egypt and Ethiopia 25 Dona J. Stewart Islam 31 Dona J. Stewart and Robert Hamilton The Saharan Caravan Trade 37 George Burson African Diaspora 43 Walter F. Urbanek Zimbabwe 53 Sylvia C. Udall African Runaway Slave Communities: Palmares and Florida 59 Linda B. Mager Christianity in Africa: 1500 to the Present 67 Robert Hamilton Modern Africa 79 George Burson 88 Acknowledgements iii LIST OF MAPS Page Number Map Title Political Map: Countries and Capitals Ecological Area§ of Africa 11 21 Ethnolinguistic Groups 32 Islam in Africa 39 West Africa to About 1600 40 European Contacts with West Africa, c. 1450 to c. 1800 46 The Atlantic Slave Trade to 1808 58 Zimbabwe 62 Pernambuco, Brazil 73 Missionary Penetration of West Africa Before 1914 80 Colonialism in 1914 Colonialism in 1952 81 87 South Africa iv FOREWORD with a 1988 Summer Institute This teaching manual is presented as a follow-up activity associated The 1988 Summer Institute, conducted by the Center for African Studies at the University of Florida. conducted to assist funded by the National Endowment for the Humanities as grant ES-21479-87, was of world history secondary school teachers to better understand and to teach about Africa in the context Center for African Studies, was and world geography. Professor R. Hunt Davis, Jr., then Director of the Principal Investigator and Project Director. federally funded Title VI The Center for African Studies at the University of Florida is one of ten slides, and films for classroom use. We centers. It maintains a lending library of books, resource papers, who conduct in-service workshops have an active outreach program which provides African specialists interested in scheduling an for teachers, classroom presentations, and public lectures. School systems Center. in-service workshop or presentation should contact the Outreach Director of the African Studies and its Reactions to the effectiveness of this manual are welcomed. The Center for Africa. Suggestions affiliated faculty are committed to improving the effectiveness of teaching about should be sent to the about how that mission can be improved through more pertinent teaching materials Center Director. Peter R. Schmidt Director April 24, 1992 8 PREFACE During the summer of 1985 and the summer of 1988, the Center for African Studies at the University of Florida conducted month-long workshops for teachers who teach about Africa in the context of world history and world geography. In the autumn of 1989, the teachers from the workshops weie asked to write essays about the importance of African history to world history and world geography as a way of sharing their expertise with teacher colleagues. Initially, the essayists were asked to address "The Challenge of Teaching African History and Culture." We introduced the essays at a social studies conference in Norfolk, Virginia, in March 1990. The response was positive, but teachers--including the essayists--indicated that they could also benefit from lesson plans. lit April 1991, a second panel of teachers presented the lesson plans included here at a social studies conference in Overland Park, Kansas. To the second group, we have added contributions by Walter Urbanek, Dona Stewart (graduate assistant to the outreach program at the Center), and me. Although all particpants in the 1985 and 1988 summer institutes were invited to contribute to the present monograph, many were unable to do so. This monograph is also the result of efforts contributed by Africanist scholars at the University of Florida and the Center's staff. In particular, I wish to thank Center Director Dr. Peter R. Schmidt for supporting the project through all its phases, and Dr. Ali Hersi, of the Center, for providing general advice and counsel regarding the content of the lesson plans. Diane Oyler, a veteran teacher and current Ph.D. candidate in African history at UF, offered insightful comments regarding each of the lesson plans. Professor R. Hunt Davis, Jr.--foriner Director of the Center and Principal Investigator for the NEH- funded 1988 Summer Institute--has generously contributed his time, management comments, sound advice, and moral support to the monograph project since its inception. John Wollinka and Marjorie Niblack, graphic designers at the University of Florida, worked diligently, cheerfully, and quickly to prepare the maps which accompany the various lesson plans. Dr. Azim Nanji contributed his knowledge of Islam worldwide in reviewing the lesson plan devoted to Islam in Africa. Dr. Deidre Crumbley provided valuable commentary and notes relating to independent African churches, and particularly the Aladura movement, based upon her field work in Nigeria and the United States. The monograph has benefited greatly from the formatting expertise and careful proofreading of Ms. Cody Watson. The material included in this monograph is the properiy of the Center for African Studies and the University of Florida. The essay and lesson plans may be duplicated and distributed for public and classroom use provided that the Center's contribution is acknowledged and its letterhead retained. Anyone wishing to include materials from the monograph in a separate publication must receive written permission from the Center for African Studies. Other requests, comments, and suggestions should be sent to the Outreach Director. Robert E. Hamilton, Editor Outreach Director vi students realize the impact which African cultures THE CHALLENGE OF TEACHING and resources have on their everyday life," she AFRICAN HISTORY AND CULTURE "Africa is the ancestral home of many says. Americans, and the African American heritage Robert Hamilton has greatly enriched our culture. Modern African music can be traced to Lraditional rhythms; so can Teachers are sometimes asked to explainusu- the musical forms of reggae, jazz, blues, and ally within one minutewhy they feel it is impor- gospel music." tant to study African history and culture. This Bryant also draws upon African folktales and question is frequently followed by a second one: proverbs to demonstrate Connections: "You can How do you teach about African cultures? During not show an old gorilla new paths in a forest" the past two years I have asked these questions of strikes a responsive chord among her students. several teachers with whom I have made presenta- "As students learn a bit of wisdom each day," she tions at social studies conferences and at profes- states, "they clearly see the connection between sional development workshops. Their answers are similar values and ethics existing in communities Intellectual satisfaction, personal illuminating. and societies scattered among the continents." and family interest, practical job interests, and She also shows the material connection with Af- travel interests are included as general reasons that rica by directing students to place pictures of teachers give for studying African history and products originating in Africa on the bulletin board culture and for teaching it to elementary and sec- and attaching them with string to a map of the ondary school students. While the following es- continent. say does not provide a defmitive answer to either Bryant also believes that Africans have much to of the questions above, it does include the reflec- teach ns about the concept of Community. "A man tions of some experienced teachers regarding the without kin is as good as dead" illustrates Africa's need to teach African history and culture and the emphasis upon the family, lineage, and other so- teaching methods and resources they employ. Africa's experience with political cial groups. systems that include everything from band societ- Susanna Bryant: Connections. Change. Commu- ies of 15 to 40 members to empires as large as nity western Europe provide abundant material for a Susanna Bryant, who teaches middle school in Chapel Hill, North Carolina, wrote that, "The study of decision-making that is documentable for 5,000 years. "Studentsand adultsare fasci- challenge of teaching about Africa is really a nated by the study of human evolution," Bryant challenge to learn what Africans can teach us Bryant states that there are says. "They love talking about big issues and are abuta ourselves." delighted when exposed to new information that many practical reasons to study African history links all of us to an original homeland in eastern and culture: and southern Africa. Learning details about hu- Africa is part of the world and students man history and the theories explaining human should learn about global history and ge- social and cultural development, of course, re- ography. Students should know how people ha''e adapted to their environments and quires us to start with Africa." "Change is inevitable and dynamic. This con- created social systems and culture. They cept is excellent for teaching current events and need to understand, for example, contem- Africa's role in the modern world," Bryant says. porary social issues relating to apartheid, Students can compare changes within the United human rights, and economic development. States to those on the African continent, where Bryant emphasizes the related concepts of "Con- imperialism and colonialism struck at but did not nections, Community, and Change" to lead stu- destroy African institutions and values. dents to an understanding of the direct and indirect Yet, as Ali Munn has pointed out in The Afri- links between the United States and Africa. "Few 1 0
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