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AFRICATHEME OF GEOGRAPHY: PLACEBBS Geography
2014-2015
DAY ONEOBJECTIVE: UNIT OVERVIEW OF “PLACE” IN AFRICAN COUNTRIES
Warm Up Describe one piece of information you learned over the
winter break. KWL Chart Exercise
You will have five minutes to complete the first two columns (Know and Want to Know).
Student Activity Geography/Culture Game Project
In groups of three, you will create game based on the task assigned to your group.
Homework Bring supplies for creating the game to next class period
DAY TWOOBJECTIVE: DESCRIBING “PLACE” IN AFRICAN COUNTRIES
Warm Up Describe the “place” of your selected African country
Human and Physical Characteristics
Student Activity Geography/Culture Game Project
In groups of three, you will create game based on the task assigned to your group.
Homework Bring complete game for next class period to play.
DAY THREEOBJECTIVE: DESCRIBING “PLACE” IN AFRICAN COUNTRIES
Warm Up What do you hope the other students will learn out of
playing the game your group designed? Student Activity
Geography/Culture Game Project Your groups will play a game based on the task assigned to
your group.
Exit Ticket Submit to the tray before leaving class
Homework Journal Seven
Due Sunday, January 11 at 7:00am on Moodle
BLOCK THREE: JOURNAL SEVEN Based on page 471 in your textbook, in at least two paragraphs, respond to these
questions:
What image does Rive create of Africa’s physical geography?
What message does Rive’s writing convey about Africa’s origins and the roles of black and white Africans in the continent’s history and development?
All journal assignments will be submitted using Turn It In via Moodle. Your journals will be assessed based on general response/ideas, connections to outside information, spelling, grammar, and length (all journals must be at least one paragraph).
Due on Moodle on Sunday, January 11 at 7:00am
BLOCK SEVEN: JOURNAL SEVEN Based on page 471 in your textbook, in at least three paragraphs, respond to
these questions:
What image does Rive create of Africa’s physical geography?
What message does Rive’s writing convey about Africa’s origins and the roles of black and white Africans in the continent’s history and development?
All journal assignments will be submitted using Turn It In via Moodle. Your journals will be assessed based on general response/ideas, connections to outside information, spelling, grammar, and length (all journals must be at least one paragraph).
Due on Moodle on Sunday, January 11 at 7:00am
DAY THREEOBJECTIVE: DESCRIBING “PLACE” IN AFRICAN COUNTRIES
Warm Up What do you hope the other students will learn out of
playing the game your group designed? Student Activity
Geography/Culture Game Project Your groups will play a game based on the task assigned to
your group.
Exit Ticket Submit to the tray before leaving class
Homework Journal Seven
Due Sunday, January 11 at 7:00am on Moodle
DAY FOUROBJECTIVE: DESCRIBING “PLACE” IN AFRICAN COUNTRIES
Warm Up Do you agree or disagree with this statement: The
movement of people, products, and ideas facilitate physical and cultural change. (Keep in mind our working definition of physical geography and the elements of culture)
Student Activity World Geography Today Text
The World in Spatial Terms: Africa Analyze the maps on pages 472-477 Answer all questions and submit work in the tray at the end
of the period.
Homework Bring markers, color pencils, crayons for map activity
DAY FIVEOBJECTIVE: MAPPING AFRICA
Warm Up Read the letter on page 498 from Ousseina. Write a one paragraph
response to her letter explaining your weekly activities based on your geography and culture.
Student Activity Physical and Political Map of Africa
Maps must include Political and Physical Features (pages 472-473) All Country Names/Capitals Five Mountain Ranges Five Rivers One Plateau Four Deserts One Plain One Valley One Basin All Oceans and Seas
Key Latitude/Longitude Lines Compass
Homework
DAY SIXOBJECTIVE: MAPPING AFRICA
Warm Up Describe three similarities of “place” between Africa and Asia
Student Activity Physical and Political Map of Africa
Maps must include Political and Physical Features (pages 472-473) All Country Names/Capitals Five Mountain Ranges Five Rivers One Plateau Four Deserts One Plain One Valley One Basin All Oceans and Seas
Key Latitude/Longitude Lines Compass
Submit map at the end of the period Homework
Read Chapter 21 Notes are due next class period
DAY SEVENOBJECTIVE: UNDERSTANDING NORTH AFRICA
Warm Up KWL Chart
Add three more items in the “K”, “W”, and “L” columns for a total of NINE bullet points.
Teacher will check Chapter 21 notes at this time
North Africa Lecture Continue notes
Student Activity North Africa Geography Packet
Submit at the end of the period in the tray
Homework
Geography BBS2014-2015
NORTH AFRICA
North Africa
Natural Environments• Landforms• Bordered by the Atlantic, Red and Mediterranean Seas.• Atlas Mountains and Sahara Desert are located within the
region.
• Climate• Majority Mediterranean climate compromising of warm
summers and mild, rainy winters.• Semiarid and arid climates also exist near and within the
Sahara.
• Natural Resources• Oil and natural gas are widespread across the region.• Fishing and farming are also important to the economy.
History and Culture• History• In the Nile River Valley around 3000BC, the Ancient Egyptian
civilization came into existence and developed advanced farming, government, engineering, writing techniques. Future empires built from these advancements as they conquered North Africa over time (i.e., Phoenicians, Greeks, and Romans).• By the 600s Arab armies from SW Asia expanded their empire
to the region.• Colonialism: France, Spain, and Great Britain began to take
control of NA countries in the 1800s. France controlled Tunisia, Algeria, and parts of Morocco (Spain took the other parts). Great Britain took control of Egypt and controlled the Suez Canal.
Egypt: Suez Canal
The Region Today• Issues and Challenges• What are they?
Place: North Africa• Physical Characteristics?• Human Characteristics?
DAY SEVENOBJECTIVE: UNDERSTANDING NORTH AFRICA
Warm Up KWL Chart
Add three more items in the “K”, “W”, and “L” columns for a total of NINE bullet points.
Teacher will check Chapter 21 notes at this time
North Africa Lecture Continue notes
Student Activity North Africa Geography Packet
Submit at the end of the period in the tray
Homework
DAY EIGHTOBJECTIVE: UNDERSTANDING AFRICA
Warm Up Based on last night’s homework and Chapter 21, Why
does Egypt need to preserve the Nile Delta? What steps do you think Egypt is taking to preserve the Nile Delta?
Student Activity Guns, Germs, and Steel Documentary
Submit complete worksheet in the tray before leaving class
Homework
DAY EIGHTOBJECTIVE: UNDERSTANDING AFRICA
Warm Up Based on last night’s homework and Chapter 21, Why
does Egypt need to preserve the Nile Delta? What steps do you think Egypt is taking to preserve the Nile Delta?
Age of Imperialism Lecture Take Notes Questions to Consider Due at the end of the period
Homework
The Age of ImperialismGeography
BBS
Definition and History
Imperialism is when a strong nation attempts to expand its territory by military conquest, political or economic domination, or colonization.
Colonization is the policy by which one nation controls a dependent area or people.
The earliest known imperialist were the Phoenicians. The Roman Empire and Christian sponsored Crusades were also early forms of imperialism.
World Map, 1900
Development of Imperialism: Britain
In the mid-1800s, Britain was the most powerful nation in the world.◦ Its’ factories produced more goods than those of any other country.◦ The British Navy guarded the oceans so that those goods could be
shipped safely to ports around the globe.◦ British banks loaned money needed to build factories, mines, and
railroads worldwide.By the late 1800s, however, Germany and the United
States were challenging Britain’s economic leadership.
Faced with possible decline, Britain looked increasingly to its colonies for markets and resources.
Development of Imperialism: Other Nations
Other countries followed Britain’s lead and came to see colonies as necessary for their economic well-being.◦ The French and Dutch expanded their holdings and by 1900
France had an empire second in size only to Britain’s.◦ Spain and Portugal attempted to build new empires in Africa.◦ Austria-Hungary moved into the Balkans (Southeastern Europe).◦ Russia expanded into the Caucasus, Central Asia, and Siberia.
Countries that had no colonies set out to acquire them.◦ Belgium, Italy, and Germany all took over lands in Africa (with
Germany also taking an interest in East Asia & the Pacific islands).
Development of Imperialism: Other Nations
Two non-European countries, the United States and Japan, also became involved in overseas expansion during this period. ◦ Both the U.S. and Japan were interested in East Asia.◦ The U.S. was also deeply tied to Latin America.
Increasingly, Europeans viewed an empire as a measure of national stature.
Therefore, the race for colonies grew out of a strong sense of national pride as well as from economic competition.
Nationalism
Following the Industrial Revolution, Europeans regarded their new technology (weaponry, telegraphs, railroads etc.) as proof they were better than other peoples.
Nationalism is the act of people being loyal to and proud of their country often with the belief that it is better and more important than other countries.
This attitude is a reflection of racism, the belief that one race is superior to others.
Europeans believed that they had the right and duty to bring the results of their progress to other countries.
Effects of Imperialism
In answering the call of imperialism, Europeans altered the way of life on every continent.
The Age of Imperialism
Questions to Consider1. (a) What countries challenged Britain’s economic
leadership? (b) How was the search for colonies a response to Britain’s declining share in world trade?
2. What part did each of the following play in imperialism? (a) markets (b) raw materials (c) national pride
3. What attitude did people in industrialized countries have toward other peoples?
DAY EIGHTOBJECTIVE: UNDERSTANDING AFRICA
Warm Up Based on last night’s homework and Chapter 21, Why
does Egypt need to preserve the Nile Delta? What steps do you think Egypt is taking to preserve the Nile Delta?
Age of Imperialism Lecture Take Notes Questions to Consider Due at the end of the period
Homework
DAY NINEOBJECTIVE: UNDERSTANDING SUB-SAHARAN AFRICA
Warm Up Describe the impact imperialism and colonization had on
Africa and it’s geography and culture. Imperialism is when a strong nation attempts to expand its territory by military conquest,
political or economic domination, or colonization. Colonization is the policy by which one nation controls a dependent area or people.
Student Activity Read Chapter 22/23/24
Notes are due at the beginning of the period Monday, January 26
Homework Chapter 22/23/24 Notes
Due at the beginning of period on Monday, January 26
DAY TENOBJECTIVE: UNDERSTANDING SUB-SAHARAN AFRICA
Warm Up Quiz Seven
Student Activity Read Chapter 22/23/24
Notes are due at the beginning of the period Monday, January 26
Exit Ticket Submit in the tray on your way out of class
Homework Chapter 22/23/24 Notes
Due at the beginning of period on Monday, January 26
DAY ELEVENOBJECTIVE: UNDERSTANDING SUB-SAHARAN AFRICA’S PLACE
Warm Up Why might governments in Southern Africa want to
pursue policies that encourage the development of a wide range of resources? How does your response relate to “place”?
African Place Project Explanation Q&A Student Work Time
Exit Ticket Submit in the tray on your way out of class
Homework
DAY TWELVEOBJECTIVE: UNDERSTANDING SUB-SAHARAN AFRICA’S PLACE
Warm Up Why do you think foreign investors have been hesitant
to invest in many countries of Africa? How does your response relate to “place”?
African Place Project Check-In
Q&A Student Work Time
Exit Ticket Submit in the tray on your way out of class
Homework
UNIT UNDERSTANDING
Projects must demonstrate an understanding of this statement:The movement of people, products, and ideas facilitate physical and cultural change.
DAY TWELVEOBJECTIVE: UNDERSTANDING SUB-SAHARAN AFRICA’S PLACE
Warm Up Why do you think foreign investors have been hesitant
to invest in many countries of Africa? How does your response relate to “place”?
African Place Project Check-In
Q&A Student Work Time
Exit Ticket Submit in the tray on your way out of class
Homework
DAY THIRTEENOBJECTIVE: UNDERSTANDING SUB-SAHARAN AFRICA’S PLACE
Warm Up Based on “place”, how might Sub-Saharan Africa
become economically rich? African Place Project
Check-In Student Work Time
Exit Ticket Submit in the tray on your way out of class
Homework
DAY FOURTEENOBJECTIVE: UNDERSTANDING SUB-SAHARAN AFRICA’S PLACE
Warm Up What are three problems African countries faced after
gaining independence from their colonizers? African Place Project
Check-In Student Work Time
Exit Ticket Submit in the tray on your way out of class
Homework
DAY FIFTEENOBJECTIVE: UNDERSTANDING SUB-SAHARAN AFRICA’S PLACE
Warm Up What is the purpose of peer editing?
Peer Editing Lecture Notes Student Practice Worksheet
African Place Project Peer Editing
Exit Ticket Submit in the tray on your way out of class
Homework
Peer Edit with Perfection!
Peer Editing is Fun!
Working with your classmates to help improve their writing can be lots of fun. But first, you have to learn what it means to “peer edit” and how to do it!
What is Peer Editing?
• A peer is someone your own age.• Editing means making suggestions,
comments, compliments, and changes to writing.
Peer editing means working with someone your own age – usually someone in your class – to help improve, revise, and edit his or her writing.
3 Steps to Peer Editing
There are three important steps to remember when you are peer editing another student’s
writing.
• Step 1 – Compliments
• Step 2 – Suggestions
• Step 3 - Corrections
STEP 1
Compliments• The first rule of peer editing is to
STAY POSITIVE!– Remember, you’re helping to change
someone else’s work. Think about how you would feel if someone were telling you what needed to be improved in your own writing…
STEP 1
Compliments• Always start your peer editing
with compliments!– Tell the writer what you think he or
she did well:• I really loved your topic• I think you used a lot of good details• I liked when you used the word ______• My favorite part was ________ because…• This was really fun to read because…• I liked the way you_________…
STEP 2
Suggestions
• Making suggestions means giving the author some specific ideas about how to make his or her writing better.
• Remember – stay positive and be specific!– Instead of, “It didn’t make sense,” say, “If
you add more details after this sentence, it would be more clear.”
– Instead of, “Your word choice was boring,” say, “Instead of using the word good, maybe you can use the word exceptional.”
STEP 2
Suggestions• Here are some areas that
you may want to make suggestions about:– Word choice – Did the author choose interesting
words?– Using details (for example, seeing, hearing,
touching, tasting, and smelling)– Organization – Can you understand what the
author is trying to say? Is it in the correct sequence?
– Sentences – Are the sentences too long or too short?
– Topic – Does the author stick to the topic or talk about other things that don’t really fit?
STEP 3
Corrections
• The third step in the peer editing process is making corrections.
• Corrections means checking your peer’s paper for:– Spelling mistakes– Grammar mistakes– Missing punctuation– Incomplete or run-on sentences
Things to Remember…
• Stay positive – Try to make suggestions and corrections in a positive way.
• Be specific – Give the author specific ideas on how to improve his or her writing.
• Complete all 3 steps – compliments, suggestions, and corrections.
Copyright 2004 IRA/NCTE. All rights reserved.ReadWriteThink materials may be reproduced for educational purposes.Images copyright Microsoft Corporation. All rights reserved.
DAY FIFTEENOBJECTIVE: UNDERSTANDING SUB-SAHARAN AFRICA’S PLACE
Warm Up What is the purpose of peer editing?
Peer Editing Lecture Notes Student Practice Worksheet
African Place Project Peer Editing
Exit Ticket Submit in the tray on your way out of class
Homework
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