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