Pierce, Ida Louise
Grade 2-3
Geography
 

PURPOSE:
To introduce children to the cultural and social diversities of the continent of Africa.

NATIONAL GEOGRAPHY STANDARDS:
No. 4. Knows and understands the physical and human characteristics of places. Students will study the physical and human characteristics of an African country and how together they shaped the country.
No. 5. Knows and understands that people define regions and use them to interpret the world's changing complexity. Students will study regions as an area of Africa and the similarities and differences in the ways in which the regions change.
No. 6. Knows and understands that culture and experience shapes people's perceptions of places and experiences. Students will describe their own community and their African region from different perspectives. The ways in which different people perceive places and regions.

OBJECTIVE:
Students will gain a general knowledge of the following:
1. How regions differ and are similar to their own.
2. How the physical and human elements can shape a region.
3. General use and purpose of a map.
4. How cultures can differ from region to region.
5. How to obtain information from the Internet and various printed material.

OVERVIEW:
This project will basically introduce the children to a continent that is so different yet so like their own. They will visit the continent of Africa through its countries, people, animals, art and literature. The unit has taken the continent of Africa and broken it into three large groups, the groups are divided into a "Y" with South Africa to Zaire being one branch. Going right from Kenya to Libya and left from Nigeria to the Ivory Coast .This unit will last approximately 14 days.

PROCEDURES:

Day 1:
Introduction
---introduce then to the continent area.
---define what a continent, region and community are.
---explain the centers and how they are to be used.
---explain the contents of the "table"
---break them into large groups for the group project.
Independent t Practice:
---With introduction children will draw or write what the think Africa is.
Evaluation:
---Open discussion on their views of Africa.
Materials needed:
---large black and white map of Africa
---map of the world
---cards for vocabulary dictionary
---book,"Somewhere In Africa"
---display table featuring African art, books, native clothing, ceremonial mask
---small black and white maps of Africa for each child

Day 2-4
Southern part of Africa
(S. Africa, Zambia, Angola, Zambia, Mozambique, Zaire)
Sponge Activity:
---Write in their daily logs what they remember about yesterdays lesson.
Guided practice:
---Introduction to the web site using the classroom computer connected to the Internet
and LCD panel with projector showing the following URL:
Yahooligans .comma http://www.Yahooligans (Africa)
---discuss the locations of regions on map
---discuss the variety of people that reside there
---discover the types of animals that live there
---on web site read about the the weather and seasons that exist, using TV Weather: http://www.tvweather.com
---discuss the art and literature from that region
Independent Practice:
---each group searches for animals of a particular African region on the Internet using the URL: Yahooligans: http://www.yahooligans.com (Africa)
Evaluation:
---each group is to present there findings to the class
Materials :
---large maps of each region for groups
---photos of animals
---vocabulary dictionary
---yellow/blue cup to use when help is need

Day 5-7
Western section of Africa
(Nigeria, Niger,Algeria,Mali,Sahara,Ivory Coast)
Guided Practice:
---same as day 2-4
---Introduce the large group project:
1. each group will pick their favorite country of Africa and design :
a) large map of that region
b) animal life
c) discussion of the people and culture that reside there
d) something that makes the region unique
Independent Practice:
---children look at the cultural differences among the regions represented in this
section. With use of books from the exhibit table they are to write a summary of
the differences found. (This is done in small groups of 2 or 3)
Sponge Activity:
---seek and find of African Animals of previous region
Evaluation:
---Children are to turn in their summaries at the end of class time.

Day 8-10:
Eastern Africa
(Kenya, Sudan, Chad, Egypt,Libya)
---basically runs along the same lines as day 2-7 but containing information pertaining
to the specific area we are studying.
Guided Practice:
---talk about the food that exist there
---discuss how unlike the U.S., Africa is a continent divided into many countries.
---religious beliefs and ritual, compare them to the ones we know about.
---native costumes and what they symbolize.
Independent Practice:
--- use of Internet to find answers to worksheet questions given to them.
---break into groups to discuss and plan group project.
Evaluation:
---discussion of Internet finds.

Day 11-14
Closure Event
---each group will present their project to the class.
---presentations will be video taped so they can see how well they have done.
---day 14 popcorn the a showing of the movie,"Tarzan the Ape Man."
Evaluation:
---discuss the differences between how the movie portrayed Africans and what we
have learned about Africa.

EXTENSIONS:
Activity Centers
1 Art: design an African type pattern for the cover of our vocabulary dictionary
on Africa. Design ceremonial mask from different regions.
2. Writing: write an African folk tale(illustrate)
write an African pen pal.
3. Geography: design a map of your mythical land as describe in your story.
4. Web site: visit our web site and discover the similarities and differences of
an African.
school compared to yours.
5. Math: graph the population of an African region that we are discussing. Now graph
the population of your region.
6. Science: go to our web site and plot the weather forecast for that day in the region
being discussed.

BIBLIOGRAPHY:
1. Aardema,Verna. Why Mosquitoes Buzz in People's Ears. Pied Pipers,
New York. 1976.
2. French, Fiona. King of Another Country. Scholastic Inc., New York. 1992.
3. Greaves, Nick. When Hippo Was Hairy (And other Tales from Africa).
Barrons, New York. 1988.
4. Internet Web sites:
TV Weather: http://www.tvweather.com
Yahooligans: http://www.yahooligans.com
5.Josephy, Alvin M.(ed.). Horizon History of Africa, The American Heritage
Publishing Co., Inc. 1971.
6. Kreikemeier, Gregory S. Come With Me To Africa. A Photographic Journey.
Western Publishing Company,Inc. Italy. 1993
7. McDermott, Gerald. Anansi The Spider (a tale from the Ashanti).
Scholastics Inc. 1972.
8. Mennen, Ingrid and Daly, Niki. Somewhere In Africa.
Duttons Children Books, New York. 1990.
9. O'Toole, Thomas. Central African Republic (in pictures).
Lerner Publication Co.
Minneapolis, Minn. 1941.
10. Sage, Angie (ill.) Ananse and the Sky God. Grolier Enterprises
Corp. U.S.A. 1982.
11. Stein, R. Conrad. Enchantment of the World: South Africa.
Children Press. Chicago. 1986.
12. Steptoe, John. Mufaro's Beautiful Daughters: An African Tale.
Scholastics Inc. New York.1987.
13. Williams, Karen Lynn. When Africa Was Home.
Orchard Books. New York. 1991.

OTHER SOURCES
Maps obtained from The 1995 Grolier Multimedia Encyclopedia.
Macintosh CD-Rom.Grolier Electronic Publishing Company.
Copyright 1995.
Video. Tarzan the Ape Man.

INTERNET WORKSHEET

Student's Name: ________________________________

Country: _____________________

Web Site URL: _________________________________________________

1. The country's capitol is in what city? _____________________
3. Where is the present capitol located in the country? ___________________
4. What is the national tree? __________________________
5. What is the national flower? ___________________________
6. What are some of the wild animals in your country?
________________________________________________
7. What is the national bird? _____________________
Does it live there year-around? ________________________________
8. What is the national song? ___________________________________
What is the meaning behind the national song?
_______________________________________________________
9. What are some national unique foods and how were they influenced?
_________________________________________________________
10. Briefly describe the national flag (Colors and Emblems):
_________________________________________________________
 

Created April 25, 1997.
 
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