Current Political Geography of Africa
Deana M. Jaeschke
Central Middle School, White Bear Lake, MN
Theme:
Grade Level:
8th Grade
Title of Lesson:
Time:
100-200 Minutes (depending on
number of “extension activities”)
Subjects:
Geography, World Cultures,
Social Studies, World Studies
Required Materials:
·
Africa political outline
map and label list
·
“Without Borders,
Uniting Africa’s Wildlife Reserves,” Peter Godwin, National
Geographic, September, 2001
Objectives:
·
Students will understand
the current political geography of Africa
·
Students will understand
that political boundaries are human constructions by groups or individuals in
political, economic, military power
·
Students will understand
that many African countries face challenges rooted in its historical political
geography
·
Students will apply
their knowledge of the physical geography of Africa
Prerequisite Knowledge:
·
Creation of the
political map of Africa as discussed in Berlin Conference Simulation Lesson
·
Expectations for the
classroom model United Nations
http://www.un.org/cyberschoolbus/modelun_new/index.html
·
Knowledge of the
physical geography of Africa
Student Activities/
Discussion Questions:
1. Label the political map of Africa
2. Question/Prewriting Activity: How can political
boundaries effect animal migrations and ecosystems?
3. Teacher can introduce the concept international game
parks as a way of addressing the issues brought forth in brainstorm
4. Article Pre-Reading Activities:
a. Students locate South Africa, Zimbabwe, and Mozambique
on the political and physical maps noting the physical features, climate, and
ecosystems
b. Students analyze the pictures in the article. Students
should note the types of animals, ecosystems, evidence of economic activity,
and how political boundaries are portrayed.
c. Students analyze the National Park Map on page 11.
Where are the current and proposed parks located? How does these parks relate
to the political geography of this region?
5. Students read the article
6. Reflection Questions:
a. Why are the International Game Parks being proposed?
b. What are the advantages and challenges to the game
parks?
c. How are game parks apart of the economic activity of
the region?
d. What is our opinion on the proposed international game
parks in this region and should this idea be considered by other nations?
Reflection/Assessment
Activities:
·
Assessment of written
reflections
·
Political Map Quiz
·
Model United Nations
discussion:
This is a student-led
method to engage students in active, substantive conversation about issues and
conflicts. This method encourages the application, evaluation, and synthesis of
knowledge in order to gain and deepen understanding. The teacher can choose to
model the actual United Nations, incorporate parliamentary procedure, and
challenge the students to represent their assigned country accurately. At
minimum, it serves as strategy to strive for the aforementioned goals (see web
links below).
1.
Students
write statements and/or resolutions on the international game parks
2.
In the
model United Nations students propose and debate the resolutions, seeking to
pass a resolution on the parks
These resolutions can take the form of a UN resolution of support for
the parks, funding through UNEP (United Nations Environmental
Program), or as a model of sustainable development to be proposed in other
countries
3.
Students
can be assessed on the initial statements and resolutions that were produced
prior to the discussion. During the UN session they can be assessed on how
often and how well they demonstrated substantive conversation
4.
Students
should be assessed on how well they articulate deep knowledge of the
interaction of climate, ecosystems, and economic activity
Extension Activities /
Differentiated Instruction:
1. To demonstrate animal migrations show the video,
“Africa: The Serengeti,” Serengeti film partnership, 1994 (40
minutes).
2. Students can use the web resources below to do more
research to increase their understanding of game parks and related issues
3. Extension to ethnic groups and political geography:
http://www.twincities.com/mld/twincities/news/nation/3473970.htm
·
U.S. Library of Congress Country Study: Sudan - overview of history, geography, population,
government, economy, and more.
http://lcweb2.loc.gov/frd/cs/sdtoc.html
Definitions:
Substantive Conversation-
Students engage in extended conversational exchanges with the teacher and/or
their peers about subject matter in a way that builds improved and shared
understanding of ideas or topics
Geography Standards:
National Geography Standards:
1,2,3,4,11,12,13,14,15,16,18
Minnesota Profile of
Learning: People and Cultures Middle Level Standard
Web Links for Teachers and
Students:
Model United Nations:
http://www.un.org/cyberschoolbus/modelun_new/index.html
United Nations for Kids:
http://www.un.org/Pubs/CyberSchoolBus/index.html
On the parks:
Peace Parks Foundation
www.peaceparks.org
This website discusses the Peace Parks Foundation’s activities and
provides general information on southern African conservation.
International Peace Parks
www.iloveparks.com/peaceparks
This website highlights news of peace parks and peace park initiatives around
the world.
Gaza-Kruger-Gonarezhou
Transfrontier Conservation Area
www.environment.gov.za/
This website provides background information on the Gaza-Kruger Gonarezhou
Transfrontier Conservation Area.
Credits
Deana M. Jaeschke
World Geography Teacher
Central Middle School
White Bear Lake, MN
dmjaes@wbl.whitebear.k12.mn.us