T.

Stapleton Engaged Learning Project 1

Title of Project: African Cultures

Subject(s): Social Studies

Grade Level(s): 7th

Abstract

Student groups will research the backgrounds of the various ethnic groups, collecting current

data about the group (location, languages, lifestyle, etc.), and finding local connections with members of

the various ethnic groups. After completing their research and interviewing local representatives of the

cultural groups, students will assume the role of delegates to the United Nations and will represent the

needs of various cultures from Africa. Students will work together as UN delegates to pass resolutions

that support and protect the various cultural groups in Africa.

Learner Description/Context

This project will occur in a seventh-grade general education classroom with special education

support through the co-taught model at Elkins Pointe Middle School, an ethnically, culturally, and

socioeconomically diverse school located in Fulton County, GA, where students, in general, meet or

exceed established expectations. Family involvement is typically low to moderate.

According to information available through the Governor’s Office of Student Achievement

published by The Governor’s Office of Student Achievement - as well as records located at Elkins

Pointe Middle School, the following tables outline demographic data for the school, the seventh grade as

a whole, and the particular seventh-grade class for whom the project was designed.

Elkins Pointe Middle

7th Grade Total (Opt) 7th Grade Class
School
Enrollment: 1048 399 28

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Gender: number Percent number percent number percent

Females: 49% 13
Males: 51% 15
Ethnicity:
White: 40% 11
Hispanic: 43% 12
Black: 11% 4
Asian: 4% 0
Multiracial: 2% 1

English Econ. Dis.

Special Early
Additional Language [Free/
Education Intervention Gifted
Infomation Learner Reduced
(SWD) (EIP)
(ELL) Lunch]
Elkins Pointe
12% 14%
Middle School
7th Grade
not available
Class

Time Frame

This project will take 2 weeks at the end of a 4 week unit on Africa. Students will be introduced

to the project on day one of the unit, and provided the signup sheet for group members and cultures.

During the first two weeks, students will be making connections with the cultural groups, conducting

interviews with the groups to gather information, and conducting their research. Students will then be

given time in class (40 minutes) for the following week. Beginning with the 4th week, students will

participate in their Model UN activities and reflect on their UN resolutions.

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Standards Addressed

Content Standards
SS7CG4: The student will compare and contrast various forms of government.
Cultural and a. Explain the differences between an ethnic group and a religious group
Religious
b. Explain the diversity of religions within the Arab, Ashanti, Bantu, and
Structures in
Africa Swahili ethnic groups

SS7G2: The student will discuss environmental issues across the continent of
Africa.
Environmental a. Explain how water pollution and the unequal distribution of water impacts
Issues Facing
irrigation, trade, industry, and drinking water.
Africa
c. Explain the impact of desertification on the environment of Africa from the
Sahel to the rainforest.

SS7CG2: The student will explain the structures of the modern governments of
Africa.
Political b. Explain how political, economic, and social conflicts resulted in the
Structures in
Africa independence of South Sudan. (And other areas throughout Africa)

2b. Students engage in positive, safe, legal and ethical behavior when using
technology, including social interactions online or when using networked devices.
3d. Students build knowledge by actively exploring real-world issues and
ISTE Technology
problems, developing ideas and theories and pursuing answers and solutions.
Standards
7b. Students use collaborative technologies to work with others, including peers,
experts or community members, to examine issues and problems from multiple
viewpoints.

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Learner Objectives

The learners will:

a. Compare and contrast the diverse religious groups with the major ethnic groups (Arab,

Ashanti, Bantu, Swahili) in Africa.

b. Discuss and explain the impact that environmental issues have on various political, religious,

and cultural groups.

c. Identify significant conflicts and issues impacting the African continent

d. Synthesize information gathered from research, prior content knowledge, and interviews to

develop cooperative resolutions for major issues.

Assessments

 Formative Assessment:

o Teacher observation and monitoring for the duration of the project.

o Student self-reflection using Flipgrid

 Summative Assessment

o Student groups will draft and propose resolutions for the overarching issue of conflict

resolution in Africa, specifically, how to provide or create greater efforts to protect human

rights throughout the African continent.

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Introduction

On the first day of the project students will be recording a 1-minute personal culture reflection on

Flipgrid. As students enter the class, they will be given their “My Culture” template. As they complete

their template, students will record their answers on the class Flipgrid page. Each student will then be

required to view at least 2 videos from classmates. The entire class will then reflect on what surprised

them most about learning more about their peers. It is anticipated that some students may react with

surprise that there are so many different backgrounds in one classroom.

Process

Preliminary Activities & Information

First two weeks of unit:
 Students and teachers will lead instruction on conflicts, regions, cultures, environments,
economies and history of Africa
o African Economies Nearpod
o African Regions Nearpod
o African Cultures Nearpod
o African Conflicts Nearpod

Week 1 – Week 2
African Day 1:
Content  Teacher:
o Teacher will present content material for African history, cultures,
environments, regions and conflicts.
 Student:
o Students will participate in daily instruction. Students will participate in
Nearpod lessons to build background knowledge before beginning

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African Cultures project.

 Assessment:
o Students will participate in daily formative assessment (Nearpod
lessons, Flipgrid reflections, teacher questioning, etc.) during the first
two weeks of the unit. If needed, the teacher will adjust schedule to
allow more time to build adequate background knowledge before
beginning project.

Week 3 ( Day 1 of project)

Day 1:
 Teacher:
o Teacher will provide “Personal Culture” template. Following Flipgrid
activity, teacher will lead discussion towards relationship between
variety of “cultures” within the classroom.
o Following the Flipgrid activity, teachers will introduce the project.
o Teacher must ensure that effective groups are created for each group.
o Groups should be as follows – Bantu, Swahili, Ashanti, Arab, and
Western (to represent interests of Western Society)
Hook  Student:
o Students will complete their “Personal Culture” template and record
their “Personal Culture Story” in Flipgrid. Students will view the story
of 1-2 of their peers and respond with a short Flipgrid response.
 Assessment:
o Students will complete a Personal Culture template and story. Students
will submit a response to peer Personal Culture Stories. Whole group
class discussion will follow.

Day 2-7
Begin  Teacher:
Research and o Teacher will establish Skype connections with members of the 4

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communities (Arab, Ashanti, Bantu and Swahili). The first resource

should be community members (faculty and staff), and then local
groups.
o During this time the teacher should be monitoring work during class,
checking in for issues with individual groups/students, keeping up with
student reflections/responses in the class Flipgrid.
 Student:
o Students will work in groups of 5-6 students to prepare to resolve
Connections
environmental and cultural issues facing their assigned group. Students
will develop a strong understanding of their group.
 Assessment:
o Students will be preparing a short (2-3 minute) presentation that
describes the history, conflicts and significant cultural elements for their
assigned group. Students will complete a daily overview in Flipgrid
describing the things they learned or discovered during their daily work
session.
Day 8
Research  Teacher:
Presentations o Check with each group to ensure they are prepared for their opening
And statements for the Model UN simulation.
Model UN o Answer any final questions and provide any additional information that
Simulation may be left out by any groups short presentation.
Preparation  Student:
o Student groups will present their information (5 groups, 3 minutes max
per group).
o Student groups will prepare their opening arguments for the Model UN
simulation.
o May begin working on resolutions for the conflicts to be discussed
during the Model UN simulation.
 Assessment:

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o Students will be presenting their short cultural group presentations.

Day 9
 Teacher:
o Teacher will lead Model UN Simulation.
 Teacher must ensure that opening statements are no longer than 2
minutes, and that any response by other delegates is no longer
than 30 seconds.
o Following the opening statements, teacher must present working issue
Model UN
for the resolutions – “What must the governments of Africa do to
Simulation/
provide the basic human rights to more people on the African
Opening
continent?”
Statements
 Students:
and beginning
o Students will present their opening statements about the state of Human
Resolutions
Rights on the African Continent.
o Students may respond to the opening statements presented.
o Students will work in groups to draft resolutions to help improve the
status of Human Rights on the African continent.
 Assessment:
o The final resolutions will be presented on Day 10 of the unit.
Day 10
Model UN  Teacher:
Resolution o Teacher must once again lead Model UN simulation. Groups will be
Presentations presenting their proposed resolutions. Teacher must ensure that
and Whole proposals take no longer than 90 seconds.
Class o After resolutions are proposed, teacher leads whole group reflection on
Reflections developing resolutions.
 Students:
o Students will present and vote on their proposed resolutions.
o Students will participate in whole group discussion on the development
and implementation of large scale conflict resolutions.

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 Assessment:
o Students will present final resolutions and participate in whole group
discussion.
o Students will complete final Flipgrid reflection to share what they have
discovered about conflict resolution on a global scale.

Product

As a final product, student groups will develop short (2-3 minute) presentations about their

assigned ethnic/cultural group. Students will also be participating in a Model UN experience in their

classroom. This simulation is designed to last 2 days. On The first day, student groups (now delegates to

the UN) will discuss the needs and issues of their cultural groups. It is anticipated that several groups

will also identify new issues and conflicts between groups during day 1 of the simulation. The

simulation will follow common Model UN procedures with major topics being introduced, student

delegates using prepared statements to identify the needs and desires of their cultural groups, and then

using collaboration time to work with other cultural groups to prepare resolutions to the issues. During

the collaboration time, using Office 365 (Word online) one member from each student group will work

on developing a different resolution so that each cultural group is represented in each resolution.

On the second day of the simulation, resolutions will be presented to the class. Resolution groups

will prepare their resolutions using Sway or PowerPoint to provide simple visuals for each resolution

created. After each resolution is presented, the cultural groups will vote to pass the resolution. Using

Flipgrid, students will reflect on the process of passing their resolution. Students that created a

resolution that passed will reflect on the collaboration process and how they were able to create a

resolution that could be accepted by the different groups. Students that developed a resolution that was

not passed will reflect on what prevented their resolution from being accepted by more cultural groups.

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After students have developed and accepted resolutions that they believe will be acceptable for

each ethnic group involved, they will publish their resolutions on the class Padlet. These Padlets will

also be shared with the members of the various ethnic groups that collaborated with the students. As the

students reflect on the resolution process, they will be developing “Steps for Resolutions” to share with

the student body at Elkins Pointe. The 7th grade students will share their “Steps for Resolutions” during

the Character Ed. days planned for the following semester.

Students are provided with a rubric to assess their understanding and learning during the project.

Throughout the project, students will have multiple times to reflect on their learning and redirect their

learning as needed. Students will use Flipgrid as the common medium for reflection, but also keep daily

notes in their Class Notebook.

Technology Use

Skype – Skype will be used to connect student groups with members of the various cultures. Skype will

help build a real-world connection between the classroom and the cultures being studied.

Office 365 – Office 365 will be used to provide students with collaboration, creation and presentation

tools for their project. Students will use collaborative Word Online documents with their groups.

Students will use Excel to help gather, organize and interpret data about their cultures and the issues they

are researching. Student will use PowerPoint and Sway to create digital presentations to share their

resolutions.

Padlet – Teachers will create Padlets for each culture group being represented. Students will use these

Padlets to publish and share their work. Students will share their collaborative documents, research,

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interviews, etc. using their Padlet. The Padlets will also be shared with the members of the different

culture groups that the students connect with.

Flipgrid – While the only required use of Flipgrid is currently the reflective piece at the end of the

project, teachers can use Flipgrid during the unit for quick checks about student progress.

Dell Laptop – Elkins Pointe is a 1:1 technology school. Students will have access to their laptop during

the project to allow internet connection for Skype, Flipgrid, research, collaboration, etc.

Supporting Materials

Graphic Organizers/Templates:

 Skype Guidelines: https://goo.gl/tQPB9Q

Rubrics/Checklists:

 Student Project Checklist: https://goo.gl/YUU29D

 Model UN Simulation Rubric: Appendix A

Research:

 The CIA World Fact Book: https://www.cia.gov/library/publications/the-world-factbook/

 Galileo: https://www.galileo.usg.edu/scholar/kennesaw/search/

 Our Africa: www.our-africa.org

 Ethnic Groups in Africa: https://www.arcgis.com/home/item.html?

id=cc2324e45ace44d09c333b4b4a1c14a3

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 Bantu: http://www.newworldencyclopedia.org/entry/Bantu

 Ashanti: https://www.britannica.com/topic/Asante

 Swahili: https://africa.uima.uiowa.edu/peoples/show/swahili

 Arab: http://www.ipoaa.com/arab_culture_african_culture.htm

 World Cultures: http://ehrafworldcultures.yale.edu/ehrafe/

Connections:

 Bantu: www.somalibantu.com

 Ashanti: https://worldreliefatlanta.org/

 Swahili: https://garefugees.wordpress.com/coalition-members/

 Arab: http://www.atlantamuslim.com/

Model UN: http://www.unausa.org/global-classrooms-model-un

 Templates and Simulation Resources: http://www.unausa.org/global-classrooms-model-un/for-

educators/resources

 Helpful tips for Students: http://www.unausa.org/global-classrooms-model-un/how-to-

participate

Resources:

 Project Outline: https://goo.gl/MHUVtm

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References

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Georgia Department of Education. (2015). 7th grade Social Studies Georgia standards of excellence.

Retrieved on October 20, 2017 from https://www.georgiastandards.org/Standards/Georgia

%20Performance%20Standards/Gr7-Social-Studies-Standards.pdf

The Governor’s Office of Student Achievement. (2016). 2015-2016 Annual report card. Retrieved on

November 11, 2017 from https://gaawards.gosa.ga.gov/analytics/K12ReportCard

International Society for Technology in Education. (2016). ISTE standards for students. Retrieved on

October 20, 2017 from http://www.iste.org/docs/Standards-Resources/iste-standards_students-

2016_one-sheet_final.pdf?sfvrsn=0.23432948779836327

Model United Nations. (2017). Model UN Toolkits. Retrieved on November 3, 2017 from

http://unausa.org/global-classrooms-model-un/for-educators/model-un-toolkits

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Appendix A –
Excellent (4 points) 3 points 2 points Weak (1 point)
Knowledge of culture Delegates demonstrate Demonstrated the Demonstrated a few of Students did not
(2-3 minute their knowledge majority of qualities of the qualities of a 4 and demonstrate
Presentation) gained through a 4. some of the qualities knowledge gained
interviews and of a 1. through interviews and
research. Delegates research. Students
were confident in were not confident in
discussing their discussing their
cultures. cultures.
Presentation Skills Students spoke loudly, Demonstrated the Demonstrated a few of Delegates were
(Model UN in a convincing tone, majority of qualities of the qualities of a 4 and distracted during their
Simulations) while making eye a 4. some of the qualities presentation. They did
contact with their of a 1. not make eye contact.
fellow delegates Their tone was not
convincing.
Self Reliance Delegates recovered Demonstrated the Demonstrated a few of Delegates struggled
(Model UN quickly from a majority of qualities of the qualities of a 4 and with recovering from
Simulations) mistake and took a 4. some of the qualities mistakes. Delegates
initiative while of a 1. required exquisite
discussing their instruction during the
culture. Delegates simulation. Delegates
challenged themselves were off task during
during the simulation. the simulation.
Partner Teamwork Students worked Demonstrated the Demonstrated a few of There was clearly one
(Model UN clearly as a team. majority of qualities of the qualities of a 4 and member of the group
Simulations) Partners encouraged a 4. some of the qualities that was the dominant
each other. They of a 1. partner. Partners
worked to present and seemed to work
develop resolutions independently of each
for their culture in a other, lacking any
professional manner. effective
communication and
collaboration.

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Jo Williamson, Ph.D., Kennesaw State University