A Conceptual [electronic resource] : Cross-cultural Model for Teaching Anthropology in the Elementary School / Thomas L. Dynneson.
A conceptual/cross-cultural model, developed to help elementary teachers cope with the problems of initiating cultural, ethnic, or anthropology studies, is presented in five sections. (1) A brief description of the structure and methodology of anthropology defines in outline form the fields of cultu...
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Full Text (via ERIC) |
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
[Place of publication not identified] :
Distributed by ERIC Clearinghouse,
1977.
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| Subjects: |
MARC
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| 100 | 1 | |a Dynneson, Thomas L. |0 http://id.loc.gov/authorities/names/n83152663 |1 http://isni.org/isni/0000000063187416 | |
| 245 | 1 | 2 | |a A Conceptual |h [electronic resource] : |b Cross-cultural Model for Teaching Anthropology in the Elementary School / |c Thomas L. Dynneson. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 1977. | ||
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| 500 | |a Educational level discussed: Elementary Education. | ||
| 520 | |a A conceptual/cross-cultural model, developed to help elementary teachers cope with the problems of initiating cultural, ethnic, or anthropology studies, is presented in five sections. (1) A brief description of the structure and methodology of anthropology defines in outline form the fields of cultural and social anthropology, physical anthropology, archaeology, and linguistics. (2) An outline of anthropology concepts that are appropriate for the elementary school focuses on elements of culture such as family organizations, tools, language, and customs. (3) Fourteen skills and 18 activities are listed which are appropriate for elementary anthropology studies. Writing, observing, describing, and identifying sociological patterns within cultures are among the skills. Suggested activities include simulated archaeological excavations, comparison of the tools of arctic and rain forest cultures, and learning songs or crafts of a nonwestern culture. (4) In a sample plan for organizing anthropology concepts into a course of study, the role and functions of the family are examined from social, economic, and political perspectives. (5) Twenty-five basic anthropology concepts are identified and defined which are important in the teaching of anthropology. These include broad concepts such as culture and values and concepts less familiar to children such as patrilineage and ethnography. (Author/AV) | ||
| 650 | 1 | 7 | |a Anthropology. |2 ericd |
| 650 | 0 | 7 | |a Archaeology. |2 ericd |
| 650 | 0 | 7 | |a Area Studies. |2 ericd |
| 650 | 0 | 7 | |a Conceptual Schemes. |2 ericd |
| 650 | 1 | 7 | |a Cross Cultural Studies. |2 ericd |
| 650 | 0 | 7 | |a Elementary Education. |2 ericd |
| 650 | 1 | 7 | |a Fundamental Concepts. |2 ericd |
| 650 | 0 | 7 | |a Learning Activities. |2 ericd |
| 650 | 1 | 7 | |a Models. |2 ericd |
| 650 | 1 | 7 | |a Teaching Methods. |2 ericd |
| 650 | 0 | 7 | |a Teaching Models. |2 ericd |
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