Lesson+6

Instructor: Laura Bakes Grade Level: Ninth Grade Class: Social Studies 


 * Unit: World History **

**__Lesson 6 - Africa__

Introduction:** This lesson is an introduction to African civilization. The course material will pick up where Ancient History left off – Egypt’s decline. We will examine the growth of Christianity and Islam in North Africa. The main focus of this lesson will be sub-Saharan Africa. Many cultures in this area experienced little interaction with the West or the Arab world until the 16th century. These cultures express a unique worldview. Our examination of these cultures will focus on indigenous stories, art and music. We will end with an examination of the developing regions of Africa and current issues.


 * Lesson Objectives:**

 Time needed to complete lesson: Two weeks
 * Student will recognized and appreciate the diversity of cultures and civilizations on the African continent.
 * Student will explore the religious diversity in Africa.
 * Student will be examine the different aspects of art, music, oral story telling among Africal cultures.
 * Student will understand the rise post-colonial thought and the pan-African movement.
 *  Students will examine current African issues concerning health, economics, and the environment.



What was the situation for Jews under Muslim rulers? What was the source of conflict between Berbers and Arabs? || How did European imperialism create a power system along racial lines? ||
 * ~ **Assignment ** ||~ **Details ** ||~ **Skills learned ** ||~ **Assessment ** ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; msofareastfontfamily: 'Times New Roman'; text-align: left;">Text reading and lecture || African tribal culture, religion, family and tradition (Dahomey, Songhai empire, Zulu and Swahili) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: left;">Students will recognize and appreciate cultural differences; Students will understand the importance of social groups || Use the museum, library or internet to research African dance, music or art. Create a one page summary for small groups discussion in class. ||
 * Maps, text readings and lecture || Islamic expansion in Northern Africa; Berbers, Jews, Christians, and Arabs || Student will understand the impact of ideas on societies || Prompt questions for homework:
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: left;">Reading assignments || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; msofareastfontfamily: 'Times New Roman'; text-align: left;">Portions of //Heart of Darkness// by Joseph Conrad, slavery, colonization and imperialism || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: left;">Student will understand the impact of ideas on societies; Students will recognize power relationships || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: left;">Reflection paper (short):
 * Read chapters from Chinua Achebe's//Things Fall Apart// || Listen to the podcast below for your homework assignment on African proverbs.

media type="file" key="afrmix1.mp3" width="240" height="20" || Students will recognize and appreciate cultural differences; Students will understand the importance of social groups || Reflection questions: What type of information is communicated through proverbs? Can you think of a reason that these statements are often communicated orally? || (with dates) || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">**Resources used:** Documentary films, lecture, interviews, maps and readings
 * Revolutions and post-colonial Africa || Nasser, Frantz Fannon, Algerian revolution, Mau Mau Revolution in Kenya || Recognition of power relationships; perspectives of each side; Understanding the impact that ideas can have on societies || Map the revolutions
 * Films, interviews, readings || Desmond Tutu, Nelson Mandela, Ousmene Sembene; African voices of change || Recognition of power relationships, oppressed groups || In class discussions ||
 * Readings, films, online research || Apartheid, genocide in Rwanda, the AIDS epidemic || the importance of human rights || In small groups, students will discuss and summarize one issue. Prompt question for all groups: How could the international community (or organization) have better handled this issue? ||

Online research and podcasts
 * Technology used**:


 * <span style="font-family: Arial,Helvetica,sans-serif;">The technology used in this lesson changes the teaching / learning in this way: **

Documentaries and films can help to humanize voices and perspectives. Videos of interviews with important historical figures can help to make the person more relevant to today. The podcast recording gives a model for and extra time to creatively think about proverbs in the reading. Students can then create podcasts of what they find.