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elements can aid tremendously in the instruction of the course or the creation of a stationary
medium to collect resources.
Objectives/ Deliverables
The objective of creating a program of online elective classes is to offer students more
choice to give them a more holistic understanding of the Social Science classes that they are
offered at their schools. Often in public high schools Social Studies teachers are hired to teach
US History, World History, and Economics. There is not much opportunity for or consideration
given to the idea of what other courses they can possess the capability to teach besides those that
are required by the state. It is my hope that schools can offer Social Studies elective courses to
complement required Social Studies courses. The courses would be offered through the Canvas
Learning Management System. It will consist of 10 modules comprised of online lectures,
videos, activities, quizzes, and formative assessments. The 10 modules are listed below:
Unit 1
Perceptions/ Misconceptions
The student will investigate the origins of misconceptions and perceptions of the African continent and the cultures therein between the
15th century and modern day.
a.
b.
c.
d.
Unit 2
Assess modern media, movies, and textbooks for bias and Ethnocentrism.
Compare and contrast the European depictions of Africans before and after the Renaissance.
Evaluate the importance of maps and the role of cartographers in the historical inaccuracies of the African continent.
Determine the purpose behind the creation RACE and identify the effects it had on the African continent.
The student will identify the political structures and most notable African Empires that existed prior to major European contact.
a.
b.
c.
d.
Unit 3
The student will explain and examine the spread of Christianity and Islam into Africa and the lasting impacts these religions had on
African culture.
a.
b.
4
c.
Unit 4
Evaluate the effects Christianity and Islam had on indigenous African religions and the roles of women.
Captivity and Slave Trades
The student will analyze and examine the establishment of the Trans-Saharan, Trans-Atlantic, and Indian Ocean mass slave trade
systems and compare them to the prior institutions of servitude present in Africa.
a.
b.
c.
d.
Unit 5
Examine specific examples and practices of indigenous servitude systems present in Africa prior to mass slave systems
Describe the transition from gold and spices to humans as the main commodities in the Trans-Saharan trade system.
Examine the origins of the Trans Atlantic slave systems and evaluate the various roles that Europeans and Africans played in the
system as well as describe the practices of slave traders and the treatment of slaves in relation to the Middle Passage.
Describe the economic relations between the Swahili kingdoms of East Africa and nations in Indian Ocean and South Asia.
African Diaspora
_____
The student will examine various destinations of Africans in the slave trade, the cultural exchanges that have taken place, and the
cultures that have developed.
a.
b.
c.
d.
Unit 6
Examine the North American plantation system and the role of enslaved Africans.
Investigate various case studies of slave systems in Brazil and the Caribbean and the African response.
Examine the motivations of the various ethno-political divides that were created in Brazil and the Caribbean.
Identify and explain Africanisms present in Indian Ocean and South Asian cultures
Colonialism
The student will analyze the period of European colonization of Africa by examining the various perspectives of the colonizing powers
and the colonized peoples of Africa.
a.
b.
c.
d.
Unit 7
Describe the provisions and parameters for the partitioning of Africa during the Berlin Conference.
Examine the political, social, and economic motivations behind the European colonization of Africa.
Identify the various types of colonization practiced in African and investigate their role in the current state of various African nations.
Describe the treatment African people by colonizing powers and methods of subjugation.
Africa and the World Wars
__
The student will learn about Africas relevance in both World Wars and the impact of the wars on various regions of Africa.
a.
b.
c.
d.
Describe the methods of recruitment by the various colonial powers during World War I.
Examine the allocation of Germanys colonies following the conclusion of World War I.
Explain the significance and strategic relevance of World War II battles in Africa.
Investigate the ties of service in the World Wars to decolonization and colonization resistance movements.
Unit 8
The student will explore various freedom movements throughout Africa that contributed to decolonization.
a.
b.
c.
Consider African Nationalism by examining the writings and perspectives of Kwame Nkrumah, Jomo Kenyatta, and Hastings Banda.
Compare and contrast the Pan African ideologies of the Eight African State African Conference, Casablanca Group, and the Monrovia
Group
Investigate the motivations behind, implementation, and response to the institution of apartheid in South Africa.
Unit 9
The student will examine the remnants of colonialism and investigate the roles of Soviet Russia and the United States in post-colonial Africa.
a.
b.
Investigate the Congo crisis (1960-1965) and United States response to Soviet involvement in the Congo.
Explore the influences and interest of Cuba, the Soviet Union, South Africa, and the United States in the Angolan Civil War
Unit 10
The student will consider Africas contributions to the global community and examine Africas current state in the global economy.
a.
Canvass African movements of art, music, and literature, present on the global stage and examine their continental influences.
b.
Reflect upon Africas place in World History and infer about the economic, social, and political future of the continent.
Standards
ISTE Coaching Standards
Teachers continuously improve their professional practice, model lifelong learning, and exhibit
leadership in their school and professional community by promoting and demonstrating the
effective use of digital tools and resources.
a. Participate in local and global learning communities to explore creative applications of
technology to improve student learning
b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared
decision making and community building, and developing the leadership and technology skills of
others
c. Evaluate and reflect on current research and professional practice on a regular basis to make
effective use of existing and emerging digital tools and resources in support of student learning
d. Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of
their school and community
Product Description
Narrative
A course consisting of ten modules will be created using Canvas Learning Management System.
Each module will be aligned to the above objectives and will include online lectures,
assignments, web links, and interactive videos. Eventually the course will be presented to the
county chair for Social Studies to be adapted to a system level for teachers to access. The course
can be used as an elective for students or a resource for teachers to add a richer telling of African
History to their World History Courses.
Time Frame
Month
NovemberDecember
January
February
March
Actions Taken
Development of course objectives and
familiarization with Canvas platform.
Hours
10 Hours
2 Hours
Total.12 Hours
5 hours
10 Hours
7 Hours
Total.22 Hours
10 Hours
7 Hours
Total.....17 Hours
10 Hours
7 Hours
Total.....17 Hours
April
May
June
10 Hours
7 Hours
Total.....17 Hours
10 Hours
7 Hours
Total.....17 Hours
2 Hours
Total..2 Hours
Total Hours
104 Hours
10
Resources
Computer
Canvas Learning Management System
Teacher Subscription
Canvas LMS Tutorials
Demonstration by Canvas Representative
Course Content and Resources
Evalutation
Narrative
The objective of this project is to create equity amongst Fulton County Schools course offerings.
This can be accomplished one of several ways: first, by extending the course to other schools in
an online format for students to take; and. secondly, by using the course as a professional
development resource for teachers to expand their content knowledge. Both of which will be
decided following a meeting with the Fulton County Humanities Chair. Evaluation of the
effectiveness of the courses would be completed utilizing the module assessment for students and
teachers, or completion surveys for teachers.
11
Resources
Online Learning. (2005). Online Learning: Concepts, Strategies and Application [Electronic
Version]. Retrieved from http://www.prenhall.com/dabbagh/ollresources/resources9.html
Seok, S., DaCosta, B., Kinsell, C., & Tung, C. K. (2010). Comparison Of Instructors' And
Students' Perceptions of The Effectiveness of Online Courses. Quarterly Review of
Distance Education, 11(1), 25-36,59-60. Retrieved from
http://search.proquest.com/docview/613677591?accountid=11824