Comparative Governments and History I
(Beginnings, Broad Strokes, My Story)
Instructor, TBA
The purpose of this course is to facilitate students learning and teaching their state or national history and government via their research. Each students will be paired with another. This pair will research, learn about their respective governments and history.
(Beginnings, Broad Strokes, My Story)
Instructor, TBA
The purpose of this course is to facilitate students learning and teaching their state or national history and government via their research. Each students will be paired with another. This pair will research, learn about their respective governments and history.
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They must teach each other through a series of presentations (papers, multi-
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They must create quizzes to test their teaching effectiveness. Each student must pass the quizzes by a rate of 80% or greater.
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Finally, each of the pair must write a comparative final paper.
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This paper must be presented before at least three local groups and the student must answer questions raised by the audience.
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The audience will complete evaluation forms for the student presenter. The student will then write a short essay in response to the audience feedback.
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The final presentation paper, along with audience feedback forms, and a short response essay must be submitted by the end of the semester. This packet will count for 25% of the student grade.
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Because many, if not all, of the states, nations where the students live have been created and/or maintained by those who have and continue to oppress us, the course the student research starts in Afrika prior to European domination. The object is for the students to see us governing, leading, living before "trouble" came. This sets up another comparison: Afrikan before "trouble," and Afrikan during "trouble."
Students will have to identify our (Afrikan peoples) role in the history of their state or national government, and identify their personal families place in the state or nation's development. We call the section "Your families Story In The State."
What’s due:
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Student research notes and learning are to be updated and submitted weekly.
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Students independently arrange their sharing times and methods.
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Student quizzes are to be prepared by Saturday, must be completed by Monday.
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Class quizzes will be given after each phase
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Students are graded based on their:
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class participation
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research
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presentations (written, oral, multimedia)
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team work
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quiz creation
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final paper/presentation
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The course is divided into 10 phases over the 14 week period. Classes are met twice per week.
Resources:
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The Destruction of The Indes, De La Casas (Internet)
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John Henrik Clarke -
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When We Ruled Web Site (Book if possible)
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Runoko Rashidi's Web Site
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Honors Reading Book: Dreaming of Africa in Alabama
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Other internet, news paper, book, library resources
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