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These books offer primary source readings focusing on significant eras of world history and the pivotal role of the Middle East. Each "crossroad" examines a particular juncture in world history through the cultural and economic crosscurrents that existed at the time. The eras identified include: (1) "The Medieval Period"; (2) "The Pre-Colonial Period"; (3) "The Colonial Period"; and (4) "The Modern Period." Introductory essays for the teacher include: (1) "The Crusading Era" (Jill N. Claster); (2) "The Dynamics of Cultural Encounters" (Lila Abu-Lughod); (3) "The Colonial Period" (Zachary Lockman); and (4) "The Muslim Middle East: Cultural Crossroads" (Mona Mikhail). Teaching methodology is offered with various teaching insights and strategies. Additional teacher readings are titled: (1) "Islam: Stereotypes Still Prevail"; (2) "Early Islamic Civilization in Global Perspective"; (3) "The Crescent Obscured"; (4) "Mathematics and Astronomy"; (5) "Tamburlaine the Great"; (6) "Samarkand"; and (7) "Arab Noise and Ramadan Nights: Rai, Rap and Franco-Maghrebi Identities." (EH)

This packet of materials was created to accompany the exhibit "The Sphinx and the Pyramids: 100 Years of American Archaeology at Giza" at the Semitic Museum of Harvard University. The lessons and teacher's guide focus on the following: (1) "The Mystery of the Secret Tomb" where students take on the role of an archaeologist by attempting to solve a real mystery; (2) "Keeping a Record" where students learn what an artifact is; (3) "Working with George Reisner" where students become familiar with the work and life of George Reisner; (4) "Draw the Sphinx" where students draw what they think the sphinx might look like; (5) "Archaeology Puzzle" where students will understand the condition of artifacts when archaeologists find them; (6) "Reisner's Artifacts" where students complete a"lot sheet" similar to those used by archaeologists today; (7) "Create Your Own Cartouche" where students will be able to identify a cartouche and its purpose; and (8) "Working for the Pharaoh" where students will understand the significance of the work of the scribe. (EH)

These books offer primary source readings focusing on issues of identity and personality in the Middle East. Individual sections of the books examine a particular issue in personality development through the perspectives of Islamic religion and cultural tradition. The issues of identity include: (1) "Religion"; (2) "Community"; (3) "Ethnicity"; (4) "Nationalism"; and (5) "Gender." Unique to the teacher's guide are three essays that provide additional background information: (1) "Thinking about Identity" (Lila Abu Lughod); (2) "Muhammad, the Qur'an and Muslim Identity" (Frank E. Peters); and (3) "Identity and the Literacy Context" (Mona N. Mikhail). Insights and strategies are offered in the teacher's guide to accompany the student readings. Appended materials in the teacher's guide include: a student worksheet on religion, eight teacher readings, and 26 references. The student reader contains maps of the Muslim world. (EH)

This interdisciplinary unit provides students in grades kindergarten through seventh grade an opportunity to understand diversity through a study of Africa as a diverse continent. The project is designed to provide all elementary students with cultural enrichment by exposing them to African music, art, storytelling, and movement. This project can be adapted to other cultures as a yearly project. The goal of the African Connection project is to cultivate an appreciation and awareness of the African culture. Student outcomes include: (1) developing an awareness of Africa as a complex continent; (2) demonstrating acceptance of diversity; (4) understanding the historic importance of Africa; (5) creating art and musical instruments; and (6) performing traditional dance. (EH)

This book discusses foreign policy issues and provides background information on current topics. This edition examines the following major issues: (1) "Conflict in Former Yugoslavia: Quest for Solutions" (Susan L. Woodward); (2) "South Africa: Forging a Democratic Union" (Jean Herskovits); (3) "Environmental Crisis in Former Soviet Bloc: Whose Problem? Who Pays?" (William Sweet); (4) "Trade with the Pacific Rim: Pressure or Cooperation?" (Jinny St. Goar); (5) "Defense: Redefining U.S. Needs and Priorities" (David C. Morrison); (6) "Argentina, Brazil, Chile: Democracy and Market Economics" (Jacqueline Mazza); (7) "Islam and Politics: Egypt, Algeria, and Tunisia" (Lawrence G. Potter); and (8) "New World Disorder? U.S. in Search of a Role" (James Chace). The activity book contains activities on each subject and six handout master sheets pertaining to the world area under study. (EH)

This activity book accompanies the permanent "Africa Exhibit" at the Field Museum in Chicago (Illinois). The exhibit and the activities are designed to help students become aware of the diversity of Africa, its peoples and cultures, and its rich history. Some activities are intended for use at the exhibit while others ask students to apply themes from the Africa Exhibit to their own lives. The activities can be done prior to a visit, during a visit, or upon returning to the classroom after seeing the exhibit. Reproducible student pages are part of the booklet. (EH)

This document presents lesson plans for instruction concerning the history and geography of the continent of Africa. Topics include: (1) "The Challenge of Teaching African History and 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)

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)

This unit is intended to dispel misconceptions students may have about Africa and its people, and to help students to develop a greater appreciation of that land and its people. The unit focuses upon the physical aspects of Africa and the customs, religion, and attitudes of its people. Ten lessons are included: (1) The continent of Africa; (2) The topography of Africa and stereotypes; (3) Weather and dress; (4) The desert and a day in the life of African teens; (5) Pyramids and religions in Africa; (6) The rainforest and African cuisine and etiquette; (7) The savanna and its effects on people; (8) African exports and its international effects; (9) The unit nears the end--an African meal; and (10) Written exam and "fun with Africa." A bibliography also is included. (DB)

Compares the values of the Akan people of West Africa and African-American cultures and works of art that embody these values. Describes each artwork (Akan crown, African-American Head Wrap, Asafo Flags, and the Harriet Powers quilt) and provides questions and activities appropriate for middle school students. (CMK)

Six hundred and sixty-two listings of instructional materials for teaching about Africa are presented in this annotated bibliography to help teachers identify materials that will assist them in developing courses and units of study. Materials are identified that can be used by precollegiate teachers of all subject areas. This handbook is arranged by grade levels--preschool to grade three, grades 4-6, and grades 7-12. Within each section materials are divided by geographic region and listed alphabetically according to their instructional formats. The region divisions include Africa (general), Western, Eastern/Central, and Southern. Types of materials include multimedia, books, filmstrips and slides, records and tapes, maps and transparencies, duplicating masters, and pictures and charts. Entries include title, price, publisher and description. A list of publishers and distributors is included for ordering materials. The handbook concludes with two evaluation forms which may assist teachers in selecting materials on the basis of their cross-cultural value and for purposes of general assessments. (JR)

An interdisciplinary focus on the teaching of African geography is presented in this module, arranged by three major topics. Topic I stresses the African view that water is the sustainer of life, presents a case study of the Nile River, and discusses the significance of rivers as natural boundaries that delineate political units. Topic II gives examples of the city as the symbol of modern life throughout Africa and presents information on East African coastal cities, "new" cities, colonial cities, capital cities, traditional cities, and rejuvenated cities. The challenges of urbanization and upgrading rural life are discussed. Topic III discusses economic and political independence. It presents information on how pre- and postcolonial Africa produced and distributed its goods and services. Also investigated is the economic potential of regional groupings. A bibliography, a list of institutions that deal with developing nations, and a map of Africa are included. (Author/DB)

Four modules dealing with African culture are combined in this document. The first module discusses various life-styles of African women, including warrior, queen, ruler, and matriarch. A lesson plan uses a question-and-answer format to encourage discussion of the effects of tradition, society, and nation upon African women. Questions asked include: what is the traditional role of African women? how is that role changing? how does the market woman differ from the traditional woman and are African women basically different from women in the West? A bibliography and film list are included. The second module presents an oral history exercise of the pilgrimage of a 14th-century Muslim from Mali to Mecca. Students investigate the history of Mali, the characteristics of the Mali ruler, and the validity of oral history. The third module presents information on a Nigerian naming ceremony, a lesson plan with suggestions on reenacting the ceremony, and a list of Yoruba names and their meanings. The fourth module compares and contrasts problems of urbanization in Lagos, Nigeria, and Miami Beach, Florida. In the lesson plan which accompanies the fourth module, a summary enrichment question asks students to think about which city they would rather live in and why. (Author/DB)

The survival of Ethiopia as a religious and national unit is investigated through inquiry. Intended as a learning experience for students of African history, the paper provides information on Ethiopia's past, its present status, and on the choice the nation faces between modernity and tradition. A calendar of religious and political events in Ethiopia and a summary of the legend of Solomon and Sheba are presented as background. Eight question-answer sequences involving the development of the Ethiopian Orthodox Church, legends, military and political history, and religious conflicts are presented. An enrichment activity is described which asks students to make value judgments about recent developments in the Ethiopian Church. A bibliography is included. (Author/DB)

In addition to presenting background information on Mozambique's struggle for independence from Portugal, this module contains compare-and-contrast exercises and enrichment activities. The background discussion includes a historical sketch of political events prior to Mozambique's independence in 1975 and presents excerpts from the writings of two native political leaders. The lesson plan asks students to compare and contrast general features of British and Portuguese colonial empires; military aspects of the struggle for independence; the "critical period" in the United States and Mozambique after independence was won in each country; and human rights in each of the two countries after their independence. The enrichment activities encourage students to use their knowledge of Mozambique in an analysis of political, racial, and economic developments in Rhodesia and South Africa. A bibliography lists four books about Mozambique's political struggle and Portugal's collapse in Africa. (Author/DB)

Two modules comprise this document--one on the Aba women's rebellion in Nigeria and one on the Egyptian feminist movement. The paper on the Aba women's rebellion in Nigeria presents a background discussion of the women's movement and colonialism in Nigeria. The larger part of the paper is a lesson plan which investigates the women's rebellion through a question-answer exercise. Questions asked include (1) why did the women revolt? (2) what factors facilitated the Aba rebellion? (3) why did the women attack their own chiefs as well as the British? and (4) is the right to resist unqualified? Two enrichment activities dealing with international civil rights are suggested. Intended for use in teaching students about nationalism in Egypt, the Egyptian feminist paper focuses on a woman named Hoda Sha'arawi who carried her convictions from the nationalist to the feminist struggle in 1919. The objective of the paper is to enable students to describe the characteristics of colonialism and nationalism and their links to feminism. An historical sketch of the activities of Hoda Sha'arawi is presented and questions and activities are suggested. (Author/DB)

The accomplishments of three leaders who struggled for freedom and equality in their own countries are outlined in this unit of study for elementary and secondary school students. These leaders include the Reverend Martin Luther King, Jr., Chief Albert John Luthuli, and Mahatma Gandhi. The unit emphasizes the principles these men stood for in their struggles for political rights and individual freedoms. Questions and exercises which follow each section of the student's pamphlet place the student in the role of the leaders discussed and of the people deprived of their freedom for whom these leaders struggled. The teacher's guide provides exercises designed to help students appreciate the ideas that political freedom and civil rights can be achieved peacefully and that these rights must be constantly safeguarded. The teacher's guide includes suggested time allocation and lesson development plans and a list of teacher reference books. (Author/MK)