Teaching World History: Structured Inquiry through a Historical-Anthropological Approach. [Report No.: SSEC-PUB-195

Sonst. Personen	Alder, Douglas D. (Hrsg.); Linden, Glenn M. (Hrsg.)
Institution	Social Science Education Consortium, Inc., Boulder, CO.; ERIC Clearinghouse for Social Studies/Social Science Education, Boulder, CO.
Titel	Teaching World History: Structured Inquiry through a Historical-Anthropological Approach. [Report No.: SSEC-PUB-195
Quelle	(1976), (166 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Anthropology; Class Activities; Cross Cultural Studies; Developed Nations; Developing Nations; Elementary Secondary Education; Industrialization; Inquiry; Interdisciplinary Approach; Lesson Plans; Questioning Techniques; Social Studies; Units of Study; World History + Suchen Sie Ihr Suchwort? Anthropologie; Cultural comparison; Kulturvergleich; Developed countries; Industriestaat; Industrieland; Developing country; Developing countries; Entwicklungsland; Industrialisation; Industrialisierung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lesson planning; Unterrichtsplanung; Befragungstechnik; Fragetechnik; Gemeinschaftskunde; Lerneinheit; Weltgeschichte
Abstract	Suggestions are offered to help K-12 teachers integrate anthropological approaches and content into the world history curriculum. The paper contains nine inquiry lessons which ask students to explore how the various societies have dealt with kinship, decision making, distribution of resources, transmission of values, and other cultural universals. Each lesson provides an introduction, an overview, learning objectives, student activities, evaluation methods, and a bibliography of teacher readings. Various student readings needed to implement the lessons are included. The introductory lesson, "Teaching World History in Cultural Perspective," presents the cultural universals. In Chapter 2 students examine the Pinatubo Negritos, the Netsilik Eskimos, and the King Bushmen as examples of the herding and gathering societies. The third lesson looks at the Bantu-speaking Africans as an example of agri-pastoral people. Chapter 4 focuses on the agricultural societies, presenting material on the ancient middle-American Mayan culture. Students examine the Chinese agricultural society in Chapter 5. Chapters 6 and 7 deal with the rise of industrialism in Europe and in Japan. The eighth lesson examines the post-industrial United States. In Chapter 9 students look at the development of totalitarianism with post-industrial Nazi Germany. The tips paper concludes with a bibliography of pertinent curriculum materials in ERIC. (Author/RM)
Anmerkungen	Social Science Education Consortium, Inc., 855 Broadway, Boulder, Colorado 80302 (Order SSEC Publication No. 195, $6.50 paper cover)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01