DOCUMENT RESUME ED 472 978 SO 034 489 Africa Curriculum. World Neighbors in the Classroom. TITLE INSTITUTION World Neighbors, Inc., Oklahoma City, OK. 2001-00-00 PUB DATE 27p.; Cover title varies. NOTE AVAILABLE FROM World Neighbors, 4127 NW 122, Oklahoma City, OK 73120. Tel: 800-242-6387 (Toll Free); Fax: 405-752-9393; e-mail: [email protected]; Web site: http://www.wn.org/index.asp. For full text: http://www.wn.org/AfricaLessonPlans.asp. PUB TYPE Collected Works Classroom General (020) Guides Teacher (052) EDRS PRICE EDRS Price MF01/PCO2 Plus Postage. DESCRIPTORS Curriculum Enrichment; Developing Nations; *Economics; Foreign Countries; *Language Usage; *Map Skills; Middle Schools; Secondary Education; Social Studies; Teacher Developed Materials; *World Geography IDENTIFIERS *Africa; Burkina Faso; Kenya; Oklahoma .ABSTRACT This collection of lessons about the geography, languages, and social issues of several African countries is intended for use with students in grades 6-12. The collection contains five lesson plans: (1) "Africa Physically" (Mark Stahl); "Comparisons of Education in Burkina (2) Faso, Kenya, and Oklahoma" (Rita Geiger) (Handout 1: Comparisons of Education in Burkina Faso, Kenya and Oklahoma); "Days in the Life of..." (Gary (3) Gress and Rebecca W. Scott); "My World, Your World: Understanding Basic (4) Economic Activities" (Gary Gress and Rebecca W. Scott); and (5) "Traditional v. Modern" (Gary Gress and Rebecca W. Scott). Two maps are attached (World Map; Map of Africa and Southwest Asia: Political). Each lesson in the collection identifies appropriate disciplines; provides an introduction or purpose/rationale; suggests time allotment; cites resources needed; gives detailed classroom procedures for the teacher, including assessment activities and extension and enrichment activities; and offers a teacher resource list. (BT) Reproductions supplied by EDRS are the best that can be made from the original document. World Neighbors 00 N Africa Curriculum 4.1 C31 00 7t- World Neighbors 4127 NW 122 71- cr) Oklahoma City, OK 73120 http://www.wn.orWindex.asp. Con 2001 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION BEST COPY AVAILABLE CENTER (ERIC) PERMISSION TO REPRODUCE AND This document has been reproduced as DISSEMINATE THIS MATERIAL HAS received from the person or organization BEEN GRANTED BY originating it. Minor changes have been made to _LTelyifte, improve reproduction quality. 2 Points of view or opinions stated in this document do not necessarily represent TO THE EDUCATIONAL RESOURCES official OERI position or policy. INFORMATION CENTER (ERIC) 1 World Neighbors' Africa Curriculum Table of Contents Africa Physically Comparisons of Education in Burkina Faso, Kenya and Oklahoma Handout 1 - Comparisons of Education in Burkina Faso, Kenya and Oklahoma Day in the Life of . . . My World, Your World Traditional v. Modern Maps World Map Map of Africa and Southwest Asia: Political World Neighbors in the Classroom Curriculum Africa Physically Prepared by Mark Stahl Oklahoma Curriculum Skills (PASS): World Geography (grades 6-8) Identify forces beneath the crust that shape the earth, explaining the IA. processes and agents that shape the physical features on the earth. Describe common characteristics of the major regions of the world IIIA. Identify and draw conclusions from different kinds of maps, charts, VA. graphs or pictorial materials based on geographical data. Introduction - Purpose/Rationale: This lesson introduces students to the physical geography of Africa. Through the use of atlases, students will gather facts about the land and climates of the different regions of Africa. By focusing on a specific, representative country in each region, the students should be able to generalize what the environment of the entire region is like. Objectives: Formulated from The National Geography Standards. Essential Element: Places and Regions, Physical Systems The students will be able to: Describe, compare and contrast the physical geography, including 1. landforms, waterways, vegetation, climate, etc., of the different regions of Africa. (Standard 4) 2. Identify the criteria for different physical regions of Africa from the information gathered. (Standard 5) 3. Explain how physical processes shaped the continent of Africa. (Standard 7) Time Allotment: One or two classes plus homework assignment Resources needed: Class set of world atlases 4 Procedure: Formulated from the Five Themes of Geography LOCATION: 1. On a world map have the students define the location of Africa by drawing the north latitude and the south latitude lines across the map. Do the same thing with the east longitude line and the west longitude line. Have the students make comparisons with other countries. Ask them if Africa is located where they thought it should be in relation to other places. 2. Have the students define Africa's relative location to Asia and Europe. 3. Based on what they mapped, ask the students to make some predictions on what they think the physical geography of Africa may be like. PLACE: After a brief introduction on the physical geography of Africa, ask the 1. students to examine the various maps of Africa that are found in the atlas (physical, climate, precipitation, vegetation, etc.). 2. Ask the class if they can make any generalizations about the physical geography of Africa. HUMAN/ENVIRONMENTAL INTERCTION: 1. Have the students look at the physical maps to determine where the best places would be for human settlement. 2. Explain what effect the physical environment would have on the settlers. MOVEMENT: Identify major rivers in Africa. 1. 2. What effects have plate tectonics contributed to the development of the continent of Africa? REGION: 1. Show the class a map of Africa divided into four separate regions- North, East, West-Central, South. Review the concept of region, then explain that the students will identify the characteristics of each region to find what makes each a distinct region. 5 2. Identify some of the countries in each region, then gather data on one country in each region using atlases. Have the students use the attached chart to guide and organize their research. For the purposes of this lesson, find the information for Burkina Faso in West Africa and Kenya in East Africa. Assessment: Have students organize the information on their charts and then write a descriptive paragraph on each region. A rubric can be developed so the students will know how the paragraph will be graded. A short quiz to see if students can recognize the characteristics of each region can also be used. Extension and Enrichment: 1. Show students slides, photographs or video of Africa to illustrate what they have described. 2. Have students illustrate their written work with drawings or pictures from magazines. 3. Have students make postcards or stamps illustrating the physical geography of each region. 4. After stating the criteria for each region in Africa, have them discover similar regions in other parts of the world. Teacher Resource List: Student's Literature: Reference Books for Students: World Atlas Discussion Notes: 6 World Neighbors in the Classroom Comparisons of Education in Burkina Faso, Kenya and Oklahoma Prepared By: Rita Geiger Oklahoma Curriculum Skills (PASS): World Geography (grades 6-8) Compare and contrast the ways of living in developed and III.C. developing countries relative to economic, political, and technological systems Identify and draw conclusions from different kinds of maps, charts, V.A. graphs, or pictorial materials based on geographical dat Introduction - Purpose/Rationale: The purpose of this lesson is to have students compare and contrast the education systems in Burkina Faso, Kenya and Oklahoma, and be able to describe the opportunities for girls to receive an education compared to boys in each country/state. Objectives: Formulated from The National Geography Standards Essential Elements: Human Systems, Places and Regions The students will be able to Describe the structure of different populations through the use of 1. key demographic concepts, as exemplified by being able to explain the differences that occur in the gender of the education population (Standard 9) as it moves through the different levels of schooling. Identify ways in which communities reflect the cultural background 2. of their inhabitants by comparing a typical school day in Oklahoma to Burkina Faso and Kenya. Standard 10) Identify and analyze how technology shapes the physical and 3. human characteristics of places, as exemplified by being able to explain how isolated communities have been changed by technology. (Standard 4) Time Allotment: 2 - 3 class periods 7 Resources Needed: "Comparison of Education in Burkina Faso, Kenya, and Oklahoma" chart for each student (Handout 1) Copies for each student of the descriptions written by students in Burkina Faso and Kenya about what a typical school day is like. (See World Neighbors website at httD : / /www.wn.org/WNClassroom.asD) Information on education in Burkina Faso and Kenya Procedure: Formulated from the Five Themes of Geography LOCATION: Have the students locate Burkina Faso and Kenya on a map. 1. 2. Ask if there any relationships between the location of Kenya, Burkina Faso, and Oklahoma. PLACE: Distribute "Comparison of Education in Burkina Faso, Kenya, and 1. Oklahoma" chart and articles about education in Burkina Faso and Kenya. Ask students to draw conclusions about the ways the three education systems are alike and different. Conduct a class discussion, then have the students develop a Venn diagram illustrating their discoveries. 2. Ask students to write a short one-page description of what their typical day is like. 3. Have them read the descriptions written by students in Kenya and Burkina Faso. Conduct a class discussion about the ways the descriptions are alike and different. 4. Have students compare the educational opportunities for girls and boys as shown on the chart. Discuss what the statistics show. Discuss the impact of fewer educational opportunities for girls in terms of what that means for their future. HUMAN/ENVIRONMENTAL INTERACTION: Study the educational priorities in each country or community to 1. discover how education is directed: internal-global, local skills for earning a living and contributing to the community- higher learning, etc. Is there a difference between the types of courses offered to females compared to males? How do these reflect the culture of the community? 2. Describe the physical layout and composition of the school buildings, both outside and within the classroom. 8 MOVEMENT: 1. How far do the students in each country/community have to travel for school? What kind of transportation is available? Is the philosophy of their education program, based around local ideas 2. or does it represent a broader base? REGION: Collect demographics on surrounding countries. Can you draw any 1. conclusions about similarities or differences in the education system? What influenced your deductions? Assessment: 1. Have the students divide into three groups and do a dramatization of a typical school day in Kenya, Burkina Faso, and Oklahoma, demonstrating the gender differences. 2. Have each group identify what attitudes in the culture of the country are reflected in the educational opportunities of females. 3. Site any technologies that have influenced the education system. Give examples of these changes in the education program. Extension and Enrichment: Research educational opportunities of females in a country on each 1. continent. Identify any similarities or differences with those found in Kenya, Burkina Faso and Oklahoma. 2. Create a chart illustrating educational opportunities for females in the United States for this century. List new technology for this century and how it may or may not have created changes in the lives of women. Is their any correlation between technology and the education chart? Teacher Resource List: Brook, Diane L. (ed.), "Perspectives on Sub-Sahran Africa," Social Education, Vol. 61, No. 7, November/December 1997, pp. 374-428 Student's Literature: Reference Books for Students: Discussion Notes: n 5 ) o 1 ) 2 ) ) t , 5 i . 0 3 o t ) e 9 o . a 7 r . n 9 e g 6 e l e l 2 u a e 8 s b s d l c ( a l p a e l a e i m o l a y o l t m l i a s a a c P e d i m m e v a F t f n a f l ( r a ( ( ( a a t e S 2 t 1 t o i a . . 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