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Eugéne Delacroix in Meknes, Morocco.

Traveling Abroad was written by Nancy Spector and Mariann Smith and was made possible, in part, through the generous support of the Cameron Baird Foundation, sponsor of the Albright-Knox Art Gallery’s Looking and Learning program.

The plan was written for middle and high school students. However, the plan can easily be adapted to elementary school students (grades 3 – 6).

Lesson Plan

Identify and apply the sociological elements of culture. Apply the elements of culture to a contemporary understanding of North Africa. Utilize scholarly research sources in order to create a reliable product.

Lesson Plan

Given current U.S. military interventions in the Arab and Muslim worlds, there are important lessons to be gained by delving into questions of women and gender in the French Empire in North Africa. First and foremost, pervasive, monolithic, and very negative portrayals of Arab or Muslim women as inherently oppressed, powerless, voiceless—as lacking any agency—are immediately challenged by the region’s recent history. In addition, the wide variations in women’s responses to imperialism—from militant action, to peaceful resistance, to obtaining a modern, French education in order to oppose the colonial order—demonstrates clearly that North African women were not passive bystanders. Moreover, students begin to perceive at the same time that invoking a monolithic, unchanging “Islam” for explaining women’s lives and social status fails to explain much, if anything. It also becomes clear how much politics, violence, and militarism in various guises dramatically influence women and gender relations not only in colonial states but also in post-colonial states. All of these lessons and insights drawn from the North African case study have wide, nearly universal applicability to other empires, whether modern European empires, or the American Empire. Finally, by choosing to narrate individual women’s life stories, and employing this strategy as the principal frame for the module, I hope to show the immense power of biography to take us into the past where we question received wisdom or unexamined assumptions—invariably about ourselves and the social universe we inhabit.

Lesson Plan

Author(s): Jeannine Kuropatkin and Cheryl Wiens
Grades: Middle School

A lesson plan on Moroccan geography and culture with all kinds of materials: from PowerPoint photos and slides to worksheets and evaluations.

Lesson Plan

Ali, Kwita, Omar, and Boukber are a group of street urchins living on the hard streets of Casablanca. Their everyday lives are filled with violence, begging, and indifference. In order to survive they create a bond of friendship and family between then. The bond is cut short when Ali is senselessly killed at the beginning of the film by a blow to the head; his life taken by a single act of a rival gang. Ali’s friends decide not to report his death to the police, who would have the boy buried in a potter’s field. Instead they decide to give him a worthy burial, to bury Ali on the private island he so often dreamed of. Ali Zaoua captures the power of dreams and presence of hope in the harshest of circumstances.

Graad: basisonderwijs

Docentenhandleiding Marokko Vertelt

Bron: De Nieuwe Kerk, Dam Amsterdam

Marokko Vertelt (PDF)


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