Learners will engage in using the five themes of geography to explore the political, geographic, economic and social aspects of the continent of Africa and identified specific nations. They will develop a visual aid for younger learners for celebrating African American History Month.
Six to Eight Forty-Five Minute Class Periods (or equivalent block schedule sessions)
Additional time will be scheduled for service learning activity presentation and celebration.
The learner will:
- examine the rich cultural traditions of Kenya, Cameroon, South Africa, Zimbabwe, Liberia, Sudan and Somalia. Additional nations dictated by class size or peer group may be used at the discretion of the instructor.
- analyze the impact of his/her culture on the development of philanthropic organizations and stewardship.
- compare/contrast the development of philanthropy and stewardship in African nations studied.
- demonstrate knowledge of the nation studied and African continent in general.
- design a service learning project.
- demonstrate skills necessary for an effective service learning activity including reflection and celebration.
Learners will design a large visual aid of the continent of Africa to aid younger children in learning about Africa for observance of African-American History Month.
Give a brief synopsis of Apartheid in Africa. Read the poem, "Betrayed," by Richard Frankland and discuss its meaning. Place a copy of the poem on the wall or board. Students will write about the feelings that the poem evoked in them. Tell them that they will be studying the continent of Africa and many of its countries and that they will produce a wall presentation reflecting their learning about Africa for younger learners to be part of the annual African-American History Month.
Teacher Note: The Web site for the article on Apartheid in Africa and the poem, "Betrayed" can be found in the Bibliographical References.
Class Session One:
Class Session Two:
Class Sessions Three through Five
Give each member Attachment Two: Personal Graphic Organizer to use as their personal graphic organizer for their research. This is to be completed each day.
Instructor's General Directions to Peer Groups:
Assign each team member a different aspect of the nation.
- Learner One will research the geography of their nation.
- Learner Two will research the history and diversity of the nation.
- Learner Three will research modern customs including arts and music.
- Learner Four will investigate government, i.e. tribal, local and national.
- Learner Five will investigate the development of philanthropy and stewardship, both domestic and international.
Provide opportunity for Internet research, schedule time in the school library/media center, and have adequate resources for research available in your classroom.
Class Session Six. (Add additional session if more time is needed.)
Instructor's Note: Contact potential interested partners as recipients of the wall map your learners will create. Donation to an elementary school, preschool, community center program for young children or library are possible choices.
Teacher Note: This can be easily accomplished by making an overhead transparency of the continent of Africa, projecting it onto a large sheet of paper or large cloth (a bed sheet works well), tracing the outline map, and dividing or cuting it into the number of sections to match the number of peer groups. As the pieces are finished they can be reasembled to create a large display map. For permanancy, the pieces can be mounted on cloth or wood.
Peer group works cooperatively, equitable distribution of work is demonstrated, and all five areas described are covered in presentation. Geographic concepts demonstrated, and clear connection to philanthropy is made and described. All complete their learning logs or journals at the end of each class session. Competency in the content standards identified is demonstrated at 90 percent.
Peer group works cooperatively with division of work demonstrated. Four of the five areas described are addressed in the presentation. A connection to philanthropy and stewardship is addressed in the presentation. Journals and learning logs are completed. Seventy percent of identified standards are met. Clearly connected to philanthropy.
Peer group demonstrates an ability to work together but may not evenly distributes the tasks. Only fifty per cent of identified competencies are met. Learning logs or journals not completed. Clear attempt is made but may not complete the assignment.
Peer group has difficulty adjusting to identified tasks but reasonable attempt is made. Presentation is incomplete.
Lesson Developed By:Christine Jensen
Our Group is studying: _________________________________________
|My tasks are:||
About what percent did I accomplish?
In reflecting on my work, I believe I need to:
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