Beruflich Dokumente
Kultur Dokumente
Content Objectives:
Utah State Core
Geography for life (9th grade)
Standard 2
Students will understand the human and physical characteristics of places and regions
SWBAT:
Objective 1
Interpret place by its human and physical characteristics.
Objective 3
Evaluate how culture and experience influence the way people live in places and
regions.
List and define components of culture; e.g., race, gender roles, education,
religion.
Language Objectives:
SWBAT
use present tense to describe Africa in general terms during building up the board in a
class discussion
define key vocabulary words related to culture (race, gender, religion, education) in
small groups using a word wall.
compare and contrast the main ideas of an African teenager survey using a Venn
diagram in small groups
then instruct students to fill out the W (want to know) section with what they would like
to know about Africa. Teacher will tell students that after the lesson is over, they will fill
out the L (learned) section with what they have learned.
Activity 2: Building up the Board
Teacher will tell students that next, they are going to read a story about Africa. Teacher
will ask students whether they think Africa is hot or cold. If students say hot, teacher will
write hot on the board, etc. Teacher will then ask the students whether they think the
people in Africa are like them or different from them, and write their response on the
board. Teacher will then ask students how they think the people in Africa get their food,
and write responses on the board.
THROUGH:
Activity 3: Article Reading/Finding important words
Article: http://exploringafrica.matrix.msu.edu/students/curriculum/m16/activity1.php
Teacher will separate students into groups of three and give each group an article. Groups
will be strategically placed so that ELLs and non-ELLs are placed in the same group
together. Students will be given 5 minutes to scan the article, then 15 minutes to pick out
the words they dont know or think are important. Some words I would expect students to
pick are:
Desert
Sahara
Mountains
Environment
Surviving
Nomadic
Challenges
Marginal Land
Urbanization
Having read the article, students will be given a strip of paper that
either reads the name of a group of people/tribe and their
characteristics/culture or a climate/region of Africa. Students should
use the clues they are given and find the person who has the strip of
paper that matches the correct group of people and their
characteristics to the correct climate and region. Teacher will assess
whether or not the students have matched up with the correct partner,
and let students know which ones were right, and which ones were
wrong. Students who were wrong will then be directed to the correct
partner.
BEYOND:
Activity 6: Filling out Survey
Students will be given a blank survey to fill out asking questions about
their daily lives, their likes, their dislikes, their worries, and their goals.
They will fill out these surveys individually.
Activity 7: Reading the Nigerian teenager Survey
Teacher will separate students into groups of 3. Once again, students
will be strategically placed into groups in order to allow at least one
ELL and at least one non-ELL into every group. In their groups,
students will read the Nigerian teenager survey, and the answers that
the Nigerian teenagers gave to the same questions they previously
answered. Teacher will tell students to talk about how their own
answers are different or the same from the Nigerian teenager answers.
Activity 8: Venn Diagram
Teacher will get the students attention, and ask each group to name an
answer from the survey that was the same for both the student and
the Nigerian teenager, and one answer that was different. Teacher will
then draw a Venn Diagram on the board, and model how to fill it out
using the students answers. Teacher will then pass out a Venn diagram
to each student. With teacher help if needed, each student will fill out
the Venn Diagram. Non-ELLs will be asked to help ELLs when needed in
order to scaffold learning/writing skills. Teacher will collect Venn
Diagrams
Activity 9: Think, Pair, Share
Teacher will tell students to think of something they learned
today. Students will be given 1 minute to think of what they learned,
then teacher will tell students to find a partner, and share what they
learned with their partner. After students do this, they will write what
they learned and what their partner learned (because now they know it
too!) on the L section of the KWL chart. Teacher will collect KWL charts
for assessment.
Reading article:
Article Website: http://interesting-africa-facts.com/Africa-People/AfricaPeople.html
Article:
People of Africa
The population of Africa is incredibly diverse, made up of
innumerable tribes and people of many social and ethnic groups.
Some of these groups are made up of just a few thousand people
while others consist of millions of people. Each group usually has its
own language and culture. Many African countries have numerous
tribes within their borders. For example there are more than thirty
tribes within Uganda.
To give you a better idea of the diversity of the people of Africa here
are some interesting facts:
There are an estimated 3,000 tribes/groups in Africa.
There are over 2100 languages spoken in Africa (some
estimate over 3000 languages).
Christianity, Islam, and Hinduism are the main religions
practiced. However many of the people practice traditional
African religions. Some practice these alongside Christianity,
Islam, or Hinduism. Judaism is also present in many parts of
Africa.
Afar
The Amahara are Ethiopia's dominant ethnic group. They are mainly
found in the central highland plateau of Ethiopia.
Anlo-Ewe
These people of Africa also go by the name Asante. They are found
mostly in Ghana and the Ivory Coast. Before the colonization of
Africa by the Europeans the Ashanti people created a large empire in
West Africa.
Berber
These people live in the cliffs of Southeastern Mali south of the Niger
near the city of Bandiagara. The Dogon are a major tourist attraction
for Mali. This tribe is known for their mask dances, architecture, and
wooden sculptures.
Dinka
Fang
An African tribe list would not be complete without including the San
who are also referred to as Bushmen, Barwa, Sho, Kung, or Khwe.
They live in the Kalahari desert and are the oldest inhabitants of
South Africa. This group of people were traditionally hunters and
gathers but in modern day have become farmers.
Tutsi
They are the largest ethnic group in South Africa, numbering about 10 million. Most
of the Zulu live in the province of KwaZulu-Natal.
Find your partner: (cut paper into strips)
Afar
They traditionally have been organized into
separate kingdoms, each ruled by its own Sultan.
They are pastoralists.
Amhara
The Amahara are Ethiopia's dominant ethnic group.
Anlo-Ewe
Before Europeans began their colonization of Africa
the Ashanti developed an influential empire in West
Africa.
Berber
The Berber are the indigenous inhabitants of North
Africa (west of the Nile) and have existed in Africa
since at least 3000 BC.
Dogon Tribe
The Dogon are a major tourist attraction for Mali.
This tribe is known for their mask dances,
architecture, and wooden sculptures.
Fang
They are perhaps best known for the guardian
figures which they attached to wooden boxes
holding their ancestors bones.
San
An African tribe list would not be complete without
including the San who are also referred to as
Bushmen, Barwa, Sho, Kung, or Khwe. This group
of people were traditionally hunters and gathers
but in modern day have become farmers.
Tutsi
This tribe is also referred to as the Watutsi or
Watutsi. The largest caste is the Hutu and the
smallest is the Twa.
Zulu
They are the largest ethnic group in South Africa, numbering
about 10 million.
Word Wall: For the word wall, students will be writing on colorful blank strips of paper.
STUDENT INTERVIEW
Name:____________________________________ Date:_______________
1. How many members are there in your family?__________
2. Write the name of your family member, their role in the family (mom,
brother, sister, etc.), and their age on the lines below:
Venn Diagram: