MULTIDAY LESSON PLAN - Weston Classroomwestonclassroom.weebly.com/uploads/7/2/3/6/7236020/sse5331_m… · Day 4: Wednesday – Title: Agriculture and Urbanization Knowledge This lesson

MULTIDAY LESSON PLAN

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Topic: Western Africa Name: Harold Weston Course: SSE5331 Year: Fall 2010 Goals for the MDLP

1. Big Idea

West Africa is a collection of poor nations that are known for their unstable governments that succumb to a coup d’état at every turn. On the surface, they appear incapable of self-government and unable to maintain a stable economy. This is a direct result of West Africa’s turbulent history. After division, without regard to pre-existing tribal zones, by European powers, West Africa was exploited for its natural resources at the expense of its citizens. In addition, droughts and climate change is moving the nations of West Africa away from its traditional agricultural economy and increasing urbanization.

2. NCSS Themes and Standards

NCSS Culture

Compare ways in which people from different cultures think about and deal with their physical environment and social conditions.

Give examples and describe the importance of cultural unity and diversity within and across groups.

NCSS Power, Authority and Governance

Identify and describe factors that contribute to cooperation and cause disputes within and among groups and nations.

Recognize and give examples of the tensions between wants and needs of individuals and groups, and concepts such as fairness, equality and justice.

NCSS Global Connections

Investigate concerns, issues, standards and conflicts related to universal human rights, such as the treatment of children and religious groups and the effects of war.


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3. Procedural Knowledge 1. Compare and Contrast human demographics across Western Africa. 2. Explain how the Berlin Congress’ division of Western Africa impacted the pre-existing

tribes in the region. 3. Deliberate the impact of selling off licenses to natural resources at the expense of

citizens. 4. Evaluate issues that affect agriculture and urbanization. 5. Analyze demographic and typographic information on a map.

4. Basic Skills Knowledge

The following basic skills used for this lesson plan are derived from the NCSS Social Studies Essential Skills. Students will:

1. Detect cause-and-effect relationships 2. Note cause-and-effect relationships 3. Locate places on a map and globe 4. Interpret graphs 5. Recognize the mutual relationship between human beings in satisfying one another’s

needs

5. Critical Thinking

The following issues will require students to think critically about issues relating to Western Africa:

1. Hypothesize how integration of multiple tribes under one government may lead to unity or disunity among the various groups.

2. Defend a position regarding benefits or consequences of competition for resources. 3. Hypothesize possible results of long-term droughts and climate change on urbanization in

Western Africa. 4. Illustrate the issues that cause governmental instability in Western Africa. 5. Defend a position on perceived issues that lead to governmental instability.


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Resources

1. CIA World Fact Book located at www.cia.gov/library/publications/the-world-factbook. Will be used as part of the introduction to Western Africa; extracting demographic information on various countries.

2. Video Clips from http://www.pbs.org/wgbh/globalconnections/liberia/film/clips.html. Will be used for the attention getter in the lesson on Government Instability.

3. National Public Radio’s West African Climate Change Bests Nomads broadcast located at http://www.npr.org/templates/story/story.php?storyId=11688949. Will be used as part of a lesson on climate change and agriculture.

4. Perry-Castañeda Library Map Collection at http://www.lib.utexas.edu/maps/africa.html. Will be used to compare the visual information displayed on different types of maps.

5. Atlas on Regional Integration in West Africa located at http://www.atlas-ouestafrique.org /spip.php?article248. Will be used to compare the population density and urban centers in Western Africa.


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Daily Lesson Plan Summaries

Day 1: Friday – Title: Introduction to West Africa

Knowledge

This lesson is the introduction to the section on Western Africa. Focus will be on ethnic, linguistic and religious diversity. The students will be divided into three person groups and directed to research (BSK) the current ethnic, linguistic and religious demographics of five countries located in Western Africa from the CIA Factbook website. Student groups will generate a chart that compares and contrasts the demographics (PK).

Strategies

Promote reading by predicting (think aloud model). Students are asked to think about diversity among the people living in West Africa countries and predict whether the various countries are demographically heterogeneous or highly diverse. (CT)

Promote reading through vocabulary recognition via teacher led discussion with examples of vocabulary words prior to assigning reading homework. (BSK)

Research with graphic organizer: review the chart of various countries located in Western Africa using figure 9.25 on page 392 and studying the country data in Figure 9.26 located on pages 392 and 39; internet research and create graphic organizer of West African demographics(PK).

Reading as homework will be assigned to develop the students’ independent reading skills. A two question, short answer quiz will be given as bell-work on Monday to verify that required pre-reading was completed over the weekend.

Day 2: Monday – Title: Divisions of People

Knowledge

In this lesson, the students will respond to a series of leading questions on how a common language, beliefs and human characteristics naturally draw people together to form groups, clans, tribes…nations. Through a group activity, students will develop an understanding of how the creation of countries in Western Africa separated and mixed the ethnic groups (tribes) and accompanying characteristics. They will explain how the creation of boundaries by the Berlin Congress divided tribes and other relationships (PK) and hypothesize how integration may lead to unity or disunity among the various groups (CT).

During the last part of the class, students will self-evaluate their knowledge of the nations Western Africa by playing an internet based game.


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Strategies

Short lecture followed by a group activity that demonstrates the existence of various tribal groups and international boundaries and models the forced integration of tribal groups within the international boundaries by dividing the students up in a similar fashion. Group activity will consist of a worksheet on tribal demographics.

Day 3: Tuesday – Title: Selling of Resources: Who Benefits

Knowledge

This Lesson will focus on the impact that increased competition places on local fishermen when fishing licenses are sold to foreign fishing companies. The lecture will draw student’s attention to the plight of the small fisherman attempting to support his family and foreign fishing industries which harvest the same waters off the coast of West Africa. The students will be directed to breakout into small group and deliberate the issue of selling fishing licenses to foreign companies (PK). Each group will take a side to the issue and defend their position in a group by group presentation and debate (CT).

Strategies

Lecture with graphic organizer (Problem/Solution), students will generate effects, causes and solutions to the proposed problem of selling natural resources.

Deliberation over the ethics of selling fishing licenses as a means of national income at the expense of poorer citizens, then a group activity to enhance students-decision making skills by choosing a side and defending it.

Day 4: Wednesday – Title: Agriculture and Urbanization

Knowledge

This lesson will focus on the primacy of agriculture and urbanization in Western Africa. The students will be asked to evaluate (PK) issues that affect agriculture and urbanization such as the impact of drought on crop production and the influence of crop marketing boards. Students will hypothesize possible results of long-term droughts and climate change on urbanization after listening to a radio broadcast by NPR (CT).

During the second part of class, students will compare and contrast the population density and urban centers in Western Africa by looking at an internet based atlas and compare the visual information displayed on different types of maps (PK).

Strategies


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Pause procedure lecture where students will pair up and compare notes to collect missing information every five to ten minutes.

Group activity will reinforce the information on urbanization in Western Africa.

Day 5: Thursday– Title: Governmental Instability

Knowledge

This lesson will focus on the issues facing the nations of Western African relating to their ability to establish, maintain and defend their governments after independence. Students will recall the information learned over the past three days (BSK) and correlate these issues to the causes of governmental instability in Western Africa (CT).

Strategies

Group activity: students are directed to make a poster containing a list issues discussed over the past three days and how they may impact government stability.

Whole class discussion: each group presents the findings of their individual groups. Groups will debate and defend their positions when differences arise (CT).

Day 6: Friday– Title: Review and Assessment

Knowledge

Students will review the material covered throughout the week through a Jeopardy style game. Students will be given five minutes to ask any last minute questions and the class as a whole will respond. The last twenty-five minutes will be an assessment in the form of a test.

Strategies

Group activity for review

Assessment test will consist of ten multiple-choice questions (6 points each) and two short answer questions (20 points each).


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Friday Class Notes

Title: Introduction to West Africa

Sequence & Strategies

“Teacher Talk” & Content Resources & Materials Used (See

Following)

Bell work Students are given time to review notes and study for assessment on previous chapter/section individually or in pairs.

Text Book, Notes

Attention Getter

Class Discussion

(CT)

After assessment is complete (first 20 min of class), introduce next section…

Q: Do you think that there is a high degree of diversity among the people living in West Africa countries, or do you think it is, for the most part, heterogeneous?

Content Presentation

Examine as Class

Class will examine the country data provided on pages 392-393 as a guide to the practice exercise.

Define the term “demographics” for the students with the chart as an example. Students will then create their own demographics chart.

Text Book

Practice

Group Research – Groups of 3

(BSK)

Direct student groups to research the current ethnic, linguistic and religious demographics of five countries located in Western Africa from the CIA Factbook website.

Computer Lab; Internet Access

Assessment

Graphic Organizer (Chart)

(PK)

Give teams a handout containing group research instructions, 24”x36” poster board and markers. Student groups will generate a chart that compares and contrasts the demographics.

Poster Board and Markers

Comments/Notes:

1. Assign reading homework: pages 391-399 in the textbook. Quiz will be given on Monday to verify that students have read the material.

2. Review the following term with the students and give examples: demographics; Ethnicity


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Following)

vs. Race; Dictatorship; Urbanization; Economic Sectors: Agriculture, Manufacturing, Services, Natural Resources and Mining

List of Attachments for this Class Notes:

1. Friday Class – Research Guidelines (graphic organizer included)


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Friday Class – Research Guidelines

Group Members: _____________________________________________________________________ Directions to the group:

Go to the CIA website http:// www.cia.gov/library/publications/the-world-factbook. Select five countries in West Africa and research and record the ethnic groups, languages spoken and religions practiced in those countries according to the CIA. Use the chart below to record your preliminary research findings. Then reproduce this chart on the provided poster board (posters will be used as part of instruction on Monday). There will be only one name listed in each block on the country column. However, there will be multiple entries in the blocks in the other three columns.

Country Ethnic Groups Languages Spoken Religions

Country Name

Country Name

Country Name

Country Name

Country Name


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Monday Class Notes

Title: Divisions of People



Following)

Bell work Board work:

Quiz on reading homework: Write one paragraph (4-5 sentences)

Q: Describe one problem that has slowed or halted economic development in West African nations.

Text Book

Attention Getter

Class Discussion

(CT)

Hang charts that the students produced on Friday on the wall. Ask questions:

Q: Looking at the charts you produced, what categories do you see that has grouped people together?

Q: Can you think of any additional categories that are not listed?

Student produced charts from Friday’s Introductory Lesson


Demonstration Lecture

(IK)

Lecture on what binds people together to form tribes (common language, religion ethnicity). Introduce some of the main tribes in West Africa

To demonstrate various tribes, have the students get into groups based on the predominate color in the shirts they are wearing (arbitrary discriminator used to group people together). Explain to the students that the groups they are in all speak the same language, have the same ethnicity and religious beliefs; have the students decide on a name for their tribe and also select a religion and a language for their tribe (select from a list of three made-up options of religion and language). List the tribal names on the board along with language and religion; also create a reference for tribal allies and enemies. Direct the students return to their seats, and to

Lecture Transparencies


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remember the tribes that they belong to.

Lecture on the history of the Berlin Congress and highlight the agreements to colonial boundaries in West Africa. Use images downloaded from BBC.

To demonstrate the random division and creation of national boundaries because of the agreements reached at the Berlin Congress in 1884, create “colonies” by rows of desks. Now that the students belong to a tribe and a colony (soon to be independent countries) move onto the practical exercise.

Practice

Group activity – groups of 5 students

(PK)

Students are placed in groups and are given the task of determining the demographics of their colony.

Demographics:

- What Tribes are represented - What religions are represented - What languages are represented

On the board, make up a list tribes that do not get along a list of religions that are incompatible.

Students complete following questions on their individual handouts and then present their information to the class.

- What is the demographic make-up of your group?

- Based on your colonies demographics, do any tribal tensions exist? Do any religious tensions exist?

- What are some problems that may occur because of the tensions? (verbally hint to the students: resource allocation, employment, government aide)

- What issues do you foresee in establishing a government? What issues do you foresee in passing laws?

Colonial Demographics Worksheet.doc


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Assessment

Whole class discussion - review

Each row of students or “colony” will select a spokesperson to represent the group

Groups turn in handout.

Comments/Notes:

1. The Congress of Berlin convened in 1884 to regulate colonization of Africa and established the rules for European conquest of Africa

2. Attended by the United States and every European nation, except Switzerland 3. The conference ushered in a period of heightened colonial activity from the European

powers and eliminated most existing forms of African autonomy and self-governance 4. Resulted in the Berlin Act of 1885

a. Main issue was the navigation and commercial rights in the Congo River basin b. established of Belgian outposts in Congo c. French invaded Tunisia d. British took over Egypt

5. European nations had to physically occupy its claims with troops, missionaries, merchants, forts, etc.


1. Berlin Congress Map 1884 2. Image of the Berlin Congress 1884 3. Colonial Demographics Worksheet


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Monday Class – Lecture Transparency

Berlin Congress Map 1884


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Monday Class – Lecture Transparency

Berlin Congress 1884


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Monday Class – Group Activity Handout

COLONIAL DEMOGRAPHICS

Tribes: ________________________________________________________________________ ______________________________________________________________________________ Colonial Languages: Bambara Ewe Wolof Colonial Religions: Monotheism Polytheism Pagan Tribal Relationships: (Information on the board)

Tribe Main Ally Main Enemy

1) Based on your colonies demographics, do any tribal tensions exist? Do any religious

tensions exist?

2) What are some problems that may occur because of the tensions?

3) What issues do you foresee in establishing a government? What issues do you foresee in passing laws?

**use additional paper or backside if needed


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Tuesday Class Notes

Title: Selling of Resources: Who Benefits



Following)

Bell work

(CT)

Board work:

In the students’ notebooks: Write one paragraph (4-5 sentences)

Q: Describe how you would feel if the local government decided to demolish your favorite park/playground to make way for a new highway system. The government’s justification is that people on one side of your neighborhood need access to jobs on the other side of your neighborhood and that the people in your neighborhood would use the roadway as well.

Attention Getter

Class Discussion

(CT)

Select several students to share their responses to the bell work question. Ask questions:

Q: Do you feel that you would be sacrificing something for someone else’s benefit?

Q: What do you think of the people living in the other neighborhoods? Do they really need your park?

Q: Can you visualize how the people living in the other neighborhoods feel about the road?

Q: What if your parents actually used the new road as a means of getting to work as well?

Students’ responses in their notebooks


Feedback Lecture

(IK)

Lecture will focus on the competitive impact that the foreign fishing industry produces in relation to the local fishermen of West Africa.

Give students an outline of the lecture, and direct them to take notes. The lecture will draw student’s attention to the plight of the small fisherman attempting to support his family and foreign fishing

Lecture Outline


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Following)

industries which harvest the same waters off the coast of West Africa. It will highlight the licenses granted to foreigners by West African governments which generate a large portion of their foreign income, the difficulty the various West African governments have enforcing the license agreements, and the impact on local fishermen.

Practice


(CT)

Students are directed to deliberate among themselves over whether the governments of West Africa should sell fishing licenses to foreign companies at the expense of local fisherman. The big idea is for students to consider the scope of the issue from both perspectives and come up with possible solutions. This activity ensures that students understand the complexity of issues in West Africa that shapes the volatile environment leading to political unrest.

graphic organizer (Problem/Solution)

Assessment

Socratic Method

(CT)

Once students have deliberated the issue, the Socratic Method will be employed to assess student understanding. Students will be asked to explain their reasoning for or against issuing licenses, detail how they would make up for lost revenues from not selling licenses or how to compensate local fisherman for lost access to resources necessary for survival, etc.

Comments/Notes:

1. Local fishermen rely on the ocean to support their families, both directly through consumption of the fish caught and indirectly by sell of the fish.

2. Local fishermen are faced with increased competition for resources from the ocean by foreign companies.

3. Foreign companies are known to take more than their allotment. 4. West African governments do not have the resources to enforce permit limits. 5. West African governments rely on permit sales for 1/3 to 1/2 of their foreign exchange

revenues. 6. West African governments must make decisions on how natural resources are used

and/or sold.


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1. Lecture Outline 2. Problem/Solution Graphic Organizer


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Tuesday Class – Lecture Outline

LECTURE OUTLINE

Chapter 9 - WEST AFRICA

I. West Africa – Fishing Industry

A. Local Fishermen

1. Use the sea to provide food for family

2. Sell surplus to provide for other family needs

3. Face increased competition for limited supply

B. Foreign Fishing Industries

1. Pay African Governments for permission to fish in national waters

2. Known to take more than permit allows

3. Depletes fish stocks; deprives local fishermen

C. African Governments

1. One-third to one-half foreign exchange earnings from sale of fishing licenses

a) Monies used for government projects

b) Local fishermen may benefit indirectly from building projects at the expense of

livelihood

2. Unable to enforce agreements on fishing limits

D. Reflection/Conclusion

1. How does the sale of fishing licenses cause conflict between citizens and African

governments?

2. To what extent would the conflict intensify if the citizens and government officials were

from different ethnic groups?

3. In what ways are the internal conflicts similar to that in U.S. history? (i.e. civil rights)


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Tuesday Class – Problem/Solution Graphic Organizer


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Wednesday Class Notes

Title: Agriculture and Urbanization



Following)

Bell work

(IK)

On the board: Direct students to write an entry in their notebooks answering the following question:

Q: If you had grown up in rural America, what things would entice you to leave and move to the city once you became an adult?

Students’ Notebooks

Attention Getter

Video Clip

(CT)

Show youtube.com video clip on Urbanization.

Ask students to consider what they saw on the video in relation to the question they answered for bell work.

Computer with Internet Access


Pause Procedure Lecture

What-Why organization

This lecture will focus on the primacy of agriculture and mineral resources in West Africa. Address the various issues to include the impact of drought on crop production; the influence of crop marketing boards; the effects of mining for elements, such as bauxite and gold, had on the environment; and the discovery of oil in the region.

Next, cover urbanization and the causes for population movements from rural areas to cities; students will examine the causes of human migration in West Africa to urban centers. This will include the perception of safety from rural warlords as well as the availability of jobs, education opportunities and access to health care.

The teacher will pause every five minutes to allow students to pair up and compare notes and collect missing information.


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Following)

Practice


(PK)

Students will listen to a radio report from NPR on the effect of climate change on nomads. They will also receive a copy of the transcripts for reference. Upon completion of the audio clip, Students will discuss, in groups, other possible results of long-term droughts and climate change on urbanization in Western Africa.

NPR Radio File and Transcripts

Assessment

Socratic Method

(CT)

Once students have deliberated the issue, the Socratic Method will be employed to assess student understanding. Students will be asked to explain they arrived at conclusion for their other possible results.

Comments/Notes:

1. Droughts result in loss of crops, results in less for food and less to sell, results in people relocating where a replacement job is more likely.

2. Mining takes land away for indigenous peoples, source of contention 3. Oil discovery in West Africa has increased exploration and mining operations. 4. Loss of habitat and jobs causes people to relocate 5. West Africans relocate for other reasons as well, such as the perception of safety from

rural warlords, education opportunities and access to health care


1. Video Clips 2. National Public Radio’s West African Climate Change Besets Nomads broadcast located

at http://www.npr.org/templates/story/story.php?storyId=11688949 3. National Public Radio Transcript


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Wednesday – YouTube video clip


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Wednesday – NPR Transcript

Copyright © 2007 National Public Radio®. For personal, noncommercial use only. See Terms of Use. For other uses, prior

permission required.

RENEE MONTAGNE, host:

This is MORNING EDITION from NPR News. I'm Renee Montagne.

JOHN YDSTIE, host:

And I'm John Ydstie.

(Soundbite of music)

YDSTIE: NPR and National Geographic are spending a year traveling the globe to see how the world's climate is

changing and how those changes are affecting the U.S. This month, we stop off in West Africa.

A dramatic change in the climate of West Africa over the past 40 years has forced many nomads to give up their

way of life and settle down in villages. One consequence is people who once lived entirely off the land now depend

on foreign aid and charity for their existence. The question is whether they'll ever be able to become independent.

In the latest installment of our Climate Connections series with National Geographic, NPR's Richard Harris visits a

town near Timbuktu in Mali.

RICHARD HARRIS: If you head west from the city of Timbuktu, you'll follow a road that's been newly paved not

by the cash-strapped government of Mali but by neighboring Libya. About 70 miles out that scrubby desert road,

turn left onto a spur and you'll suddenly encounter an irrigated field that stretches for acres. Listen.

(Soundbite of wind blowing)

HARRIS: That's a sound you'd expect here in the American Midwest but not on the edge of the Sahara Desert. It's

wheat blowing in the wind.

Mr. MOHAMMED ALI AG-ALMUBARAK(ph) (Dukuria, Mali): (Speaking foreign language)

HARRIS: Mohammed Ali Ag-Almubarak wears a red, yellow and green striped sash to distinguish him as the

mayor of Dukuria(ph). He's taken us to the wheat field to show it off. His people are Tuaregs. For thousands of

years, they herded their animals from one green spot to the next, never staying long at any one camp.

But a series of droughts that killed their animals have made that way of life simply too difficult so they are settling

down. And it's remarkable how far they've come in just a few years. They are now planting fields, building houses,

even buying cell phones. They are trying to join the modern world, and they need a lot of help to do that.

Mr. AG-ALMUBARAK: (Speaking foreign language)

HARRIS: The mayor explains that the charity CARE International bought them wheat seeds to plant in the field.

The U.S. Agency for International Development provided money to fix an old pump so the crops can be irrigated

from the nearby Niger River. A new type of food and a new way of life for these former nomads, but it is just the


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start.

Mr. AG-ALMUBARAK: (Speaking foreign language)

HARRIS: Where do you sell the wheat?

Mr. AG-ALMUBARAK: (Through translator) Actually, we grow the wheat for our own survival, not to sell it but to

eat it. It's not even enough for us. The community of Dukuria has 21 villages and we have to produce enough to feed

all those people.

(Soundbite of tractor engine)

HARRIS: So wheat is dinner, not a source of income for this village. At the moment, Dukuria seems to have few

ways to earn money. It's not clear, for instance, how long they'll be able to pay for fuel for this shiny, red tractor that

a charity has given the village.

Unidentified Woman: (Speaking foreign language)

Unidentified Man: (Speaking foreign language)

HARRIS: On our way into town we do meet a few women who are making leather purses and pouches. The mayor

explains that CARE International has helped the town buy materials to start this project. But tourists never come this

far into the desert and the women don't know how to get their handcrafts to distant markets.

So climate change in this part of Africa has, for the moment at least, created an economy based on charity. The big

question is how they can ever make enough money to become self-sufficient.

(Soundbite of crowd noise)

HARRIS: We come in to the town of Dukuria. A big crowd has gathered in the village square to greet us and our

traveling companions, people from CARE International.

(Soundbite of camel chattering)

HARRIS: A dozen men sitting on camels offer to stage a race for us. The camels don't seem too happy about this.

Then some local politicians grab a microphone that's connected to a P.A. system powered by a car battery.

Unidentified Man #2: (Speaking foreign language)

HARRIS: The local politicians make warm speeches welcoming the benefactors who are keeping this town afloat.

Unidentified Man #2: (Speaking foreign language)


HARRIS: After the pomp is over, the mayor and some of the village elders lead us out to a camp they have put up

for their guests. We settle under an immense starry sky.


HARRIS: The villagers and the people from CARE pull their straw mats around the fire and talk for a long time


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about where they have come from and how far they still have to go.

Unidentified Man #3: (Through translator) When you settle down, you need to build a good house because you're no

longer moving around every day. When you settle down, your relatives who also want to stop being nomads need

your help and you have to share everything you have with them.

HARRIS: New nomads arrive all the time and that puts even more strain on the already stretched resources in

Dukuria, essentials like clean water and arable land for crops. Shortage also leads to conflict, and we get a taste of

that during the evening discussions.


HARRIS: One old man is clearly upset about everything he's had to give up as he left his nomadic life. He's even

mad that the mayor is speaking French, rather than the Tuareg language, Tamasheq.


HARRIS: Mayor Almubarak tells us it's true, settling down has raised a whole new set of problems for the Tuareg

people. But with the climate so dry now in this part of the world, it was really their best choice.

Mr. AG-ALMUBARAK: (Through translator) Whatever calamity comes next, we can weather to some extent

because we have settled down.

HARRIS: Back in the capital city of Bamako, we meet a man who has done a lot to help create the growing village

of Dukuria, Marc de Lamotte. He is in charge of CARE International's operations in Mali. Dukuria has also named

him an honorary citizen both out of gratitude and as a constant reminder. De Lamotte knows Dukuria will eventually

have to develop its own sustainable economy. And as we talk at his conference table, he tells us he's impressed by

the Tuareg's progress.

Mr. MARC DE LAMOTTE (CARE International, Mali): They started from scratch, you know. Having nothing.

And yes, they need our support. They need our help. But they also know, because this is where we work with them,

that they have to show us that they are willing to do something by themselves.

HARRIS: Is there a way for this village to evolve over time so that it can have some source of income?

Mr. DE LAMOTTE: I believe so, because I've seen tremendous difference between before, you know, when they

had no support from us or from anybody else, and now. So we would continue to support this community. And I'm

sure the next time you come you will see an even greater difference.

HARRIS: Climate change in Northern Mali so far has apparently been a natural fluctuation, but forecasts say this is

what the future could look like in many parts of the world. So the struggle of the Tuareg is likely a glimpse of what's

to come.

Richard Harris, NPR News.

YDSTIE: You can see how the nomads are trying to build a new life in a slideshow at npr.org/climateconnections.

And while you're there, you can get a very different take on global warming from our animated cartoon series, "It's


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All About Carbon."

Copyright © 2007 National Public Radio®. All rights reserved. No quotes from the materials contained herein may be used in

any media without attribution to National Public Radio. This transcript is provided for personal, noncommercial use only,

pursuant to our Terms of Use. Any other use requires NPR's prior permission. Visit our permissions page for further information.

NPR transcripts are created on a rush deadline by a contractor for NPR, and accuracy and availability may vary. This text may

not be in its final form and may be updated or revised in the future. Please be aware that the authoritative record of NPR's

programming is the audio.


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Thursday Class Notes

Title: Governmental Instability



Following)

Bell work

(CT)

On the board: Direct students to write an entry in their notebooks answering the following question:

Q: What do you think your reaction would be if a local militia took control of the State of Florida and had the resources to delay any reaction from the United States government? Consider things such as: you do not know how long the overthrow may last, will U.S. reactions result in casualties (possibly a family member), how will this affect your access to resources such as groceries.

Students’ Notebooks

Attention Getter

Video Clip

Students will watch two short video clips about civil unrest and tribal warfare in Liberia

Computer with internet connection


Think/Write/

Discuss Lecture

(CT)

The lecture will be planned around the civil wars in Liberia and its disruption of world rubber markets. The teacher will lecture from class notes and pause at critical junctures and ask the students a question. The students will be given three minutes to write a response and the teacher will continue on with the lesson until the next juncture.

Questions will be 1) what benefits to the Liberian people do you foresee from an agreement between Firestone and Liberia to supply natural rubber to the United States? 2) From a military perspective, why would rubber be so critical to United States interest during World War II? 3) How did Liberia’s first civil war from 1989-1996 impact the country’s ability to produce rubber? 4) Once a peace agreement was signed, what obstacles were faced by the Liberian government in reestablishing trade with the United


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Following)

States and other nations?

The teacher will call on students to read their answers and then repeat and summarized the big idea that an unstable government has a far reaching impact beyond the borders of the country at civil war.

Practice


(CT)

Group activity: students are directed to make a poster containing a list issues discussed over the past three days and how they may influence government stability.

Assessment

(CT)

Whole class discussion: each group presents the findings of their individual groups. Groups will debate and defend their positions when differences arise.

Comments/Notes:


1. Video Clips at http://www.pbs.org/wgbh/globalconnections/liberia/film/clips.html


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Thursday – Video Clips at http://www.pbs.org/wgbh/globalconnections/liberia/film/clips.html


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Friday Class Notes

Title: Review and Assessment



Following)

Bell work Write on the board: “Quietly study your notes for today’s test. You may study with a partner, no more than two people together.”

Attention Getter

Statement

Today you will be tested on the material covered this past week.

As a class we will play a short game: 20 minute maximum time. A minimum of 25 minutes is reserved for assessment.


Game

No lecture will take place.

Students divided into two teams. Teacher will read a question (similar to ones on the test). Team A goes first, Team B goes second. If one team gets the answer wrong, the other team has a chance to take the point.

Practice None

Assessment

Test

Assessment test will consist of ten multiple-choice questions (6 points each) and two short answer questions (20 points each).

Test

Comments/Notes:


1. Assessment


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Thursday – Assessment

WEST AFRICA ASSESSMENT Name: Part A – Multiple Choice (6 points each) Directions: Write your response to each answer on the line provided to the left of each number. Each response must be a capital letter and clearly printed.

_____ 1. What meeting determined the division of West Africa among the European powers? A. The Barbados Convention B. The Berlin Congress C. The European Connection D. The Belgian Committee

_____ 2. The division of West Africa resulted in… A. the acceleration of the slave trade. B. the European powers leaving the African Continent. C. the separation of church and state. D. the division of tribes and tribal connections as well.

_____ 3. Which country is not located in West Africa? A. Mali B. Nigeria C. Sri Lanka D. Côte D’Ivoire

_____ 4. Which demographic category is not a cause for tension within West African nations? A. Race B. Language C. Religion D. Ethnicity

_____ 5. Which economic sector is the primary source of employment and income in West Africa? A. Agriculture B. Manufacturing C. Tourism D. Mining


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_____ 6. What is the major point of contention between fishermen and national governments in West Africa? A. The governments’ taxation of fish sales B. Governmental attempts to nationalize the fishing industry C. The sale of fishing permits to foreign fishing companies D. Government sanctioned water pollution off the coast of West Africa

_____ 7. What is a major reason the people of West Africa move to urban centers? A. Opportunity to own a car B. Access to health care C. Safety from regional warlords D. Access to more job opportunities

_____ 8. Which was a result of the Berlin Act of 1885? A. The dispute over navigation and rights to the Congo River basin was settled B. Rapid increase in the slave trade between the United States and Great Britain C. African nations granted autonomy over government and self-determination D. Switzerland was granted control over a large portion of West Africa

_____ 9. Government instability is commonplace in West Africa. Which of the following is not a factor in government instability? A. Personal ambitions of military leaders B. Tensions among rival tribes over resources C. Corruption among government officials D. State control over newspapers and television

_____ 10. What is an example of how civil wars in West Africa have a global impact? A. Tropical fruit distributors unable to fight world hunger B. Firestone Rubber Company unable to meet world demand for tires C. Lumber distributors unable to obtain adequate forestry products D. Gold supplies dropped significantly while prices soared


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Part B – Short Answer (20 pts each) Directions: Write a short answer (one paragraph of 5-6 sentences) for each question. Use the back side of the paper if more space is required. 11. Describe the effects on tribal relationships after the division of West Africa by European powers.

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12. Identify three issues that causes the people of West Africa to relocate to urban centers. _________________________________________________________________________________

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Documents

MULTIDAY LESSON PLAN - Weston Classroomwestonclassroom.weebly.com/uploads/7/2/3/6/7236020/sse5331_m… · Day 4: Wednesday – Title: Agriculture and Urbanization Knowledge This lesson