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A Group Project Abroad (GPA) by Carol Bacon
Topic: History, Social Studies, Geography
Subject: Where in the World is Morocco?
Duration of lesson: 3-50 minute lessons
Grade Level: K-5
Rationale: The students will develop an understanding of Africa and its diversity; and an understanding of Moroccan culture and geographic features.
Lesson Objective: The students will analyze and interpret maps of Africa, Morocco, California, and the Moroccan flag to learn important facts.
Download File: FullModuleCarol.pdf
Aicha is a Senegalese second grader from a local village outside of Dakar. Students have already been introduced to Aicha earlier in the year and understand that she lives in a village. Ballel has also been introduced as Aicha’s cousin, also Senegalese, but living in Dakar.
Description: Aicha visits her cousin Ballel in the city of Dakar, spending the weekend, and taking a tour of the city in search of items to prepare Ceebu jen a national dish which can be eaten after going to la mosquée on Saturdays. The items needed for the dish can be found at Le Marché Sandaga.
Time: One to two weeks based on 30 minutes lessons three times per week.
Objectives: Students will visit le Marche Sandaga to purchase items needed for Ceebu jen , a flavorsome marinated fish cooked with tomato paste and a variety of vegetables. Student will also use basic French phrases to communicate with the merchants.
The Salt of Life by Nancy Miller
Grade Level: 5-8
Students will be able to:
* Identify the conditions that define a desert.
* Explain several cultural adaptations the Tuareg have made to their environment.
* Trace the development of the salt trade in Africa.
* Describe the effects of modern technology upon the salt trade and the Tuaregs.
This exhibition is the first of its kind presented at the National Museum of African Art to focus exclusively on the tradition of beautiful embroideries, textiles and jewelry from the Kingdom of Morocco, located in Africa’s northwestern region. The 67 works presented here are selected from the Indianapolis Museum of Art’s vast collection. The nucleus of that collection came from a gift to the Indianapolis Museum in 1933 from the Niblack family of their entire collection of textiles, which was accumulated from Morocco and other countries all over the world.
Wil je iets meer weten over Marokko?
Dan is dit de plek!
http://www.pienternet.be/marokko/index.html
Voorwerpen uit het dagelijks leven brengen gewoontes en gebruiken uit Marokko een stukje dichterbij.
Deze jongerenwebsite werd gemaakt door Lotte Govers en Odette Peterink van Pienternet naar aanleiding van de tentoonstelling: Marokko – Levend Erfgoed in het Etnografisch Museum
See what two amazing teachers have been working on by incorporating the history and culture of Turkey with a videoconferencing grant! They have developed a great blogsite that describes their grant and their interest in teaching students about Turkey. It is a valuable teaching tool for educators filled with links, interdisciplinary lessons plans, resources, video clips, and more!
The word bazaar comes to us from the Persian word bazar or the older Pahlavi word bahachar
which means “the place of prices.” As contact with Europe increased, the word was assimilated
into Italian as bazzara and later transferred to English in its current form, bazaar.
Islamic Unit Studies 