1. education
2. teaching and classroom resources
3. lesson plans

Teacher Toolbook
BZ-4827
Imaginative hands-on World Geography/World Cultures/World History lessons
designed for individual students, cooperative groups, and whole-class learning.
What is Africa?
Copyright © 2001 Performance Education
www.performance-education.com
Revised January 2005.
Performance Education provides a series of Workbooks and Toolbooks for Grades 6-12.
Each workbook consists of 50+ reproducible lessons.
Global Studies
GEOGRAPHY
What is Geography?
$24.95
BQ-4201
The perfect introduction to geography. Learn to see like a geographer, speak like a geographer. THE 5 THEMES: Examine your community, state, region, country, other countries. THE 5 SKILLS: Where is your school located? Why there? Where is your grocery store
located? Why there? Heavy on maps, charts, diagrams, and using a atlas, globe, database. Heavy on terms.
Comparing Countries
$24.95
BQ-4336
Compare and contrast countries! Topics: World population, wealth, natural resources. Why do some countries have such a large population? Why are some countries rich, others poor? Case study of oil and the Middle East. Make and interpret charts and graphs, thematic maps, cartograms and population pyramids. Heavy on terms.
What is World Trade?
$24.95
BQ-4501
We begin with the personal and move to the global. Part 1: How is your family connected to the rest of the world? Much of the stuff in
your house is imported: Where was it made? Why there? Part 2: The world in a chocolate bar. Where factories are located and why.
WORLD REGIONS
What is Asia? Toolbook
$29.95
BZ-4326
Asia, from A to Z! First, an overview of Asia’s geography, economics, politics, history, religion and culture. Then an in-depth look at
China, Japan, India, and Southeast Asia. Brain games galore. The test consists of 596 questions, so you can test every Friday!
What is Africa? Toolbook
$29.95
BZ-4827
Zip through Africa with ease! Physical regions: Sahara Desert, rainforest, savanna. Cultural regions: West Africa, North Africa, East
Africa, South Africa. How to write four different essays on one historical figure - Mansa Musa, Ibn Batuta or Nelson Mandela. Topics:
geography, history, culture, and economics. How to write country reports. The test consists of 444 questions, so you can test every
Friday!
What is the Middle East?
$24.95
BQ-4328
Action-packed lessons cover the region’s geography, economy, religion, history, and culture. Develop a mental map using action
games like “The Great Mapmaster,” “Red Light, Green Light,” and “Where Am I?” Learn the story of oil to explain gasoline prices
today. A sophisticated (but fun) look at religion: The life of Muhammad, the Hajj, the ABCs of Islam, a Muslim never eats port, and Life
is like a rock group.
What is Western Europe?
$24.95
BQ-4402
Do you get bogged down in Western Europe? Zip through it, from A to Z. Fifty action-packed lessons designed for whole-class learning
and cooperative groups. Each lesson is 20 minutes in and out. Perfect for block courses.
What is Eastern Europe?
$24.95
BQ-4401
The toughest region to teach: 19 countries that fell behind the Iron Curtain. Since 1990, most have new names, new borders, new
governments, new everything!
Afghanistan & Seven Stans
$24.95
BQ-4701
An overview of Central Asia, the fascinating route along the Silk Road. An overview of the region (history, culture, religion, politics, economics), then take a closer look Afghanistan, Pakistan, Uzbekistan, Kazakhstan, Turkmenistan, Tajikstan and Kyrgyzstan. Includes the
suspense-filled story behind September 11, 2001.
WORLD CULTURES
The Material World
$59.95
BQ-5902
The perfect introduction to World Cultures! Compare and contrast twelve families around the world. Using the poster set (sold separately), examine each family and draw inferences! What’s missing? What does this family have, not have? Rank the families according
to wealth. Distinguish between the haves and the have-nots. Come up with a working definition of developed and developing countries. Heavy on terms: GDP, per capita income, life expectancy, literacy rate.
The ABCs of World Cultures
$24.95
BQ-4511
What is culture? Using an encyclopedia and our graphic organizers, students can examine the culture of any country in the world!
page 2
If you like this workbook, you’ll love the matching posters . . .
Sahara Desert poster 28x22
$9.95
BQ-2832
North Africa is covered by the Sahara Desert. This scenic shot of the desert was shot in Mali, the home of Mansa Musa, the royal city
of Timbuktu, and the Empire of Mali. It was a crossroads for the caravan trade. Timbuktu was “where the camel meets the canoe.”
Mansa Musa controlled the northern salt trade and the southern gold trade. In this photo, you can see herders with their livestock
(sheep and goats) grazing the grass. The herders in the foreground are standing in a grassy region. The herder in the background is
standing in the sandy desert. The entire region was once grassland, but the Sahara Desert spreads 20 miles a year! In fact, today
Timbuktu is covered with sand.
Village in the Rainforest poster 28x22
$9.95
BQ-2806
Central Africa is famous for its tropical rainforests. This photo was shot in the Democratic Republic of the Congo (formerly Zaire). It is
a village cut out of the rainforest and is a perfect example of how people relate to the land. Villagers built their homes up the hillside.
Thatched roofs are slanted to withstand tropical rainstorms. Heavy rains have washed away the topsoil and created ruts that look like
roads. Ah, but there are no cars here. A rainforest is never good farmland. The topsoil has washed down to the Congo, Africa’s most
exotic river. (Katherine Hepburn and Humphrey Bogart sailed down this river in the film classic “The African Queen.”) It was here that
the newspaper reporter Stanley went seeking the elusive Livingston. (When he found him, Stanley asked, “Dr. Livingstone, I presume?”) More recently, this was the home of Diane Fossey, who studied a family of gorillas. And yes, "Gorillas in the Mist" was filmed
here. The deadly Ebolla virus also began here.
Nairobi poster 28x22
$9.95
BQ-2805
Africa has cities! Nairobi is the capital of Kenya. You can tell from the architecture that the British ruled Kenya: the city’s tallest building
has a clock tower that looks like London's Big Ben. You can tell from the architecture that Kenya won its independence: the Jomo
Kenyatta Conference Center displays traditional African architecture. Its roof echoes the traditional thatched hut of an African village.
The World in a Chocolate Bar poster 28x22
$9.95
BQ-2769
West Africa provides the key ingredient (the cocoa bean) for making a chocolate bar. Economic interdependence: Chocoholics (consumers in the U.S. and Europe) depend upon the Ivory Coast (the world’s #1 cocoa bean producer). Chocoholics live far from the
Equator, where winters are cold and folks need more calories to stay warm. (“The higher your latitude, the more you eat chocolate.”)
Ivory Coasters live on the Equator and do not eat chocolate. It takes the whole world to make just one chocolate bar. Every time you
eat one, you are part of a world-wide system! Examine the map: Can you locate the countries that produce, transport and manufacture the chocolate bar?
The ABCs of World Cultures poster 28x22
$9.95
BQ-2511
What is culture? It is everything from A to Z. Examine American culture. Once you understand how your own culture works, you can
figure out other cultures. Examine other cultures. Use the ABCs to study any country! T is for Taboos: You may be hungry, but if you
are Hindu, you will not eat beef. If you are Muslim, you will not eat pork.
The ABCs of World Cultures workbook
$19.95
BQ-4511
BOOK OF REPRODUCIBLE LESSONS: What is culture? Using an encyclopedia and our graphic organizers, students can examine
the culture of any country in the world! This delightful collection of 50 reproducible lessons was designed for whole-class learning,
cooperative groups, and student reports on individual countries. You need only one workbook for the whole class. 50 action-packed
lessons in a 3-ring binder.
User’s Guide to reproducing
Performance Education workbooks
We grant individual purchasers of this workbook the right to make sufficient copies of reproducible pages
for all students of a single teacher. This permission is limited to a single teacher, and does not apply to
entire schools or school system. Institutions purchasing the workbook shall pass on the permission to a
single teacher. Copying this document in whole or in part for re-sale is strictly prohibited.
Questions regarding this policy should be directed to:
Permissions Editor
Performance Education
PO Box 3878
Mooresville, NC 28117
[email protected]
Using the internet
Due to the ever-changing environment of the Internet, Performance Education does not guarantee the
availability of websites. While every effort is made to ensure the validity of the addresses listed within the
workbooks, errors may occasionally occur. After several attempts, you find a link that is no longer available,
please notify us at [email protected].
To order more products
Performance Education has a full line of maps, posters, and workbooks for U.S. History, World History,
World Cultures, Geography, and Government/Civics.
Visit us at www.performance-education.com
page 4
Your state test is based on Bloom’s taxonomy.
Bloom’s taxonomy
Your state test is based on Bloom’s taxonomy.
The men and women who have designed your end-of-course exam are experts in Bloom’s taxonomy.
They can take one event, person, map, chart, or cartoon . . . and turn it into six separate questions.
This Toolbook is based on Bloom’s taxonomy.
Since your state test is based on Bloom’s taxonomy, so are the lessons in this Toolbook.
The toughest questions on the state test involve synthesis and evaluation.
What is Bloom’s taxonomy?
It is critical thinking.
Students must be able to manipulate the facts.
1. Memorize
Memorize the facts, especially terms and definitions.
2. Interpret
Translate the facts into your own words.
3. Apply
Can you find an existing match?
4. Analyze
Break down the facts (compare and contrast, cause and effect)
5. Synthesize
Add up the facts and draw conclusions
6. Evaluate
Using a high standard, how does this person or event measure up?
Performance in front of the class
In this book, the lessons give students
Performance - in front of the class.
Performance - on paper.
Performance - on the practice test.
practice in Bloom’s taxonomy.
Peer pressure can be wonderful.
Maps, graphic organizers, all the tricks in the book.
Many students learn after the fact - by trial and error.
A fat Toolbook
To those non-teachers who say this is a long Toolbook, we say: “Why, yes. Did you not know?
This is what it takes for a student to learn your state’s standards for Social Studies.”
Your learning curve
There is no learning curve for you.
Reproducible lessons
There are several types of lessons:
1. Some are lectures.
2. Some should be turned into transparencies.
3. Some are student worksheets and must be copied.
The Tests
If your students can do well on these tests, the state test will be a breeze.
The Master Teacher
This book is based on two premises:
Every child can achieve success on the test.
Every teacher can become a master teacher.
page 5
What is Africa?
page 7
Icons
You will find these icons on the upper outside corner of each lesson. These icons are intended to identify each lesson as a particular type of activity. They will also alert you to lessons
that need early preparation, such as transparencies, films or hands-on projects. Graphic organizers appear frequently in the Toolbooks, and should be copied and distributed to each student.
Graphic Organizer
Transparency
Lecture
A Story
Timeline
Transparency
Chart
Group Analysis
Debate
Skits
Documents
Speeches
Quotations
Internet
page 8
Mapping
Films
Projects
Library Research
Writing Activities
Games
There are 117 lessons.
There are 444 questions on the test.
Table of Contents
1. How are you connected to Africa?
page 13
Lesson #1
Lesson #2
The World in a Chocolate Bar
Cocoa Beans & Chocoholics
Mapping
Mapping
2. THE GEOGRAPHY
page 19
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
#3
#4
#5
#6
#7
#8
#9
Mapping
Games
Mapping
Game
Games
Mapping
Mapping
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
#10
#11
#12
#13
#14
#15
#16
#17
#18
#19
#20
#21
#22
#23
#24
Games
Mapping
Game
Games
Group analysis
Game
Mapping
Lecture w/ game
Mapping
Game
Chart
Game
Group analysis
Research
Student projects
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
#25
#26
#27
#28
#29
#30
#31
#32
#33
#34
#35
#36
#37
#38
#39
#40
Graphic organizer
Chart
Lecture w/ mapping
Graphic organizer
Lecture w/ mapping
Game
Student Projects
Mapping
Game
Mapping
Game
Student projects
Game
Game
Game
Game
Map Africa according to climate zones.
Geography Jumble and The Bell Game
What can you do with a political map of Africa?
Learn names of places in Africa with the Forehead Game.
Four games to help learn directions and locations
What can you do with a blank map of Africa?
Learn the names and locations of all the countries in
Africa.
Two games to help learn countries and capitals
What is the shape of the country?
The Great Mapmaster! Form a human map.
Two games to help students learn geography terms
Determine physical and human characteristics.
The Bell Game
The Atlas Mountains
Name that River!
Where the river meets the sea...
Don’t look up! Memorize countries and capitals.
The most populous countries in Africa
Types of Interactions and The Bell Game
What caused this spot to become a city?
How does this city rate with you?
Crossing the Continent, Passports, Migration and the
tsetse fly
Movement and Migration
Countries with the highest level of HIV infection
The Impact of Europeans, the Conference of Berlin
The Europeans
What can you do with a physical map of Africa?
Regions of Africa and The Bell Game
Habitat costumes and a game with mobiles
Two ways to Re-regionalize Africa
Red Rover, Red Rover
Draw your mental map!
Where am I?
Students Teach the Class!
The ABCs of African Countries
The ABCs of African Cities
The ABCs of the African Landscape
Can you speak African?
page 9
3. THE ECONOMY
page 69
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Is Africa Rich? and The Bell Game
The wealthiest countries in Africa
Africa is mineral-rich.
African Industries and The Bell Game
Levels of economic development
Compare and Contrast Africa’s top five countries.
Pick a country. What is the level of development?
Industrialization
The ingredients for industrialization
What does this country export?
Per capita income
Whatis this country’s standard of living?
The Great Debate on Africa’s economic future
The ABCs of the Economy
Can you talk like an economist?
A little math in Africa
#41
#42
#43
#44
#45
#46
#47
#48
#49
#50
#51
#52
#53
#54
#55
#56
Game
Chart
Chart w/ questions
Game
Lecture
Chart
Group analysis
Lecture
Graphic organizer
Graphic organizer
Chart
Graphic organizer
Debate
Game
Game
Student project
4. THE POLITICAL SYSTEM
page 89
Lesson
Lesson
Lesson
Lesson
Types of Government
Does this country have democracy?
The history of the Congo with graphics
The ABCs of the Political System
#57
#58
#59
#60
Lecture
Graphic organizer
Lecture
Game
5. THE SAHARA DESERT
page 103
Lesson #61
Lesson #62
Lesson #63
Mapping w/ Lecture
Group analysis w/ mapping
Chart w/ game
Lesson #64
Chart
Lesson #65
Chart w/ discussion
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Chart w/ questions
Game
Game
Group analysis
Mapping w/ Lecture
Group analysis
Group analysis
Game
Essays
Game
Game
Kingdoms of the Sahara, Hannibal, the Moors, Othello
Interpret the poster of The Sahara Desert.
What’s the weather like in Timbuktu? and This is Your
Life
The desert spread and killed Timbuktu: compare
Timbuktu and Bamako
Famine: compare the Sarhara Desert to the Sahel
grasslands
Use Sahara Math to Compare & Contrast the Deserts
Geography Jumble and The Bell Game
Is Mali rich?
What would YOU do to improve life in Mali?
Kingdoms of the Savanna
What caused the rise of the Empire of Mali?
Determine the origins of Timbuktu.
A Trip to Timbuktu board game
Learn to write and edit 4 types of essays.
The ABCs of the Sahara and Sahel
Can you speak desert?
#66
#67
#68
#69
#70
#71
#72
#73
#74
#75
#76
6. THE RAINFOREST
page 133
Lesson
Lesson
Lesson
Lesson
Lesson
Interpret the poster of the Village in the Rainforest.
Geography Jumble and The Bell Game
Color the Congo!
Outbreak! The story of the Ebola virus.
What’s the weather like in the rainforest? and This is
Your Life
African Masks: a mask helps you cope with the scary
forest.
Four projects about African masks
Is the Congo rich? and The Bell Game
Kingdoms of the Rainforest
Why were Africans enslaved?
Life is like a rock group
The ABCs of the Rainforest
Can you speak rainforest?
#77
#78
#79
#80
#81
Group analysis
Game
Mapping
Lecture w/ mapping
Chart w/ game
Lesson #82
Lecture
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Student Projects
Game
Lecture w/ mapping
Lecture w/ mapping
Group analysis
Game
Game
#83
#84
#85
#86
#87
#88
#89
page 10
7. THE SAVANNA
page 155
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Interpret the poster of Mt. Kilimanjaro
What if you lived at the foot of Mt. Kilimanjaro?
The Great Rift Valley
Write a story: “The Legend of the Leopard.”
Interpret the poster of Nairobi
Symbolic buildings
Geography Jumble and The Bell Game
What caused Nairobi to become a major city?
What’s the weather like in Kenya? and This is Your Life
Is Kenya rich? and The Bell Game
Four tidbits, including National Geographic articles and
films
Kingdoms along the coast of the Indian Ocean
The ABCs of the Savanna
Can you speak savanna?
#90
#91
#92
#93
#94
#95
#96
#97
#98
#99
#100
Lesson #101
Lesson #102
Lesson #103
Group analysis
Research
Mapping
Writing Activity
Group analysis
Graphic organizer
Game
Research
Chart w/ game
Game
Lecture
Mapping w/ lecture
Game
Game
8. SOUTH AFRICA
page 179
Lesson #104
Lesson #105
Game
Chart w/ game
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Chart
Research
Game
Timeline w/ lecture
Game
Game
Graphic organizer
Graphic organizer
Regions of South Africa and The Bell Game
What’s the weather like in South Africa? and This is Your
Life
South Africa is a treasure chest.
Cities in South Africa
South Africa: Is it rich? and The Bell Game
The strange story of apartheid
The ABCs of Apartheid
Can you speak Afrikaans?
Apartheid
Compare and Contrast: Two Leaders: Mandela and
Martin Luther King, Jr.
The Great Debate: apartheid vs. segregation
Life is like a rock group.
What is the moral of apartheid?
#106
#107
#108
#109
#110
#111
#112
#113
Lesson #114
Lesson #115
Lesson #116
Debate
Group analysis
Group analysis
9. COUNTRY REPORTS
page 199
Lesson #117
Students Teach the Class using National Geographic
articles.
Student Projects
10. THE TEST
page 203
The test consists of 444 questions.
page 11
1. How are you connected to Africa?
page 13
Group analysis
Mapping
Lesson #1
The World in a
Chocolate Bar
Interpret the poster . . .
This lesson is designed to be used with our World in a Chocolate Bar poster, along with a world map. Use
the map on page 17 if you do not have a classroom map. See page 3 for poster pricing and details.
Class discussion to develop your geographic eye!
1. Let's talk about LOCATION
If I tell you where the ingredients come from, can you locate the countries on a blank map?
Read the ingredients and find the places on the blank map! Write the name of the ingredient on the place.
Milk comes from North America.
Who can find Wisconsin on the map?
Soybeans come from North America.
Who can find Iowa on the map?
Sugar comes from North America.
Who can find the Dominican Republic on the map?"
Cocoa butter comes from South America.
Who can find Brazil on the map?
Almonds come from Europe.
Who can find Spain on the map?
Vanilla comes from Asia.
Who can find Indonesia on the map?
*Cocoa beans, the key ingredient for making chocolate, come from Africa.
Who can find the Ivory Coast on the map?"
Coconuts come from Asia.
Who can find the Philippines on the map?
Peanuts come from Asia.
Who can find China on the map?
Paper for candy wrappers comes from North America.
Who can find Canada on the map?"
It takes the whole world to make a chocolate bar!
Why? Hint: The ingredients come from what continents? (From every continent except Antarctica!)
*Cocoa bean or cacao bean . . . both are correct!
page 14
2. Let's talk about PLACE
The key ingredient is the cocoa bean.
The world's No. 1 cocoa bean producer is the Ivory Coast in Africa.
A famous line of latitude runs near the Ivory Coast.
What is the famous line of latitude?
(The Equator.)
How would you describe the climate along the Equator? (Hot and rainy.)
How would you describe the vegetation?
Hint: What do you call a forest in the tropics?
(A tropical rainforest!)
3. Let's talk about the ENVIRONMENT
What do you call it when people leave the land alone? (adapt)
What do you call it when people change the land? (modify)
What is happening to rainforests around the world?
(Modify: They are being chopped down.)
Chocoholics should worry - why?
(No rainforests, no chocolate.)
4. Let's talk about MOVEMENT
Trucks are made in Europe.
Who can find Germany on the map?
Ships are made in Asia.
Who can find Japan on the map?"
What do trucks and ships have to do chocolate bars?
(Transportation of ingredients to the factory. Transportation of the bars to stores.)
Every time you eat a chocolate bar, you are part of a world system. If any link in this chain broke down,
there would be no chocolate bars.
What link could break down - and why?
(Answers will vary. A strike by truckers. A sunk ship.
Rainforests chopped down in the Ivory Coast!)
Which link in the chain is the most important?
Hint: Which country is the world's #1 producer of cocoa beans? (The Ivory Coast!)
If there’s a disaster in the Ivory Coast, what happens to you? (Alas, no chocolate.)
5. Let's talk about REGIONS
Examine the Choco Factory . . .
Most of the ingredients come from Asia and Africa.
Most chocolate consumers live in the U.S. + Europe.
Where would YOU build a chocolate factory?
Near the chocolate producers? (Asia, Africa)
Near the chocolate consumers? (U.S., Europe)
Hint: Where is Hershey's Chocolate made?
(Near the consumer! The biggest chocolate factories are located in two regions - the U.S. and Europe.)
page 15
Mapping
Lesson #2
A globe, a world map for every student, red & green crayons, and 3 bags of Hershey’s kisses!
Cocoa beans and Chocoholics
Chocolate producers: Live near or far from the Equator?
Chocolate consumers: Live near or far from the Equator?
Step #1: MAPPING
Step #2: USING A GLOBE
Use the world map on page 17 with a thick line for
the Equator.
Using a globe, teach . . .
Here’s a list of producers. They grow cocoa beans.
Color these countries GREEN:
Brazil
Ivory Coast
Ghana
Nigeria
Malaysia
Here’s a list of the world’s consumers. Notice how
many pounds of chocolate the average person eats
each year. Color these countries RED.
Switzerland
Austria
Norway
Belgium
United Kingdom
Germany
Ireland
Denmark
Australia
United States
Sweden
Netherlands
France
Finland
Italy
Japan
Spain
22 pounds
19
18
16
16
15
15
15
13
11
11
10
10
8
4
4
3
CLASS DISCUSSION
1. Where are chocolate producers located relative
to the Equator? Circle one: Near the Equator. Far
from the Equator.
2. Where are chocolate consumers located relative
to the Equator? Circle one: Near the Equator. Far
from the Equator.
page 16
Low latitudes
Close to the Equator.
Climate: Hot and rainy.
Region: The Tropics.
Between the Tropics of Cancer & Capricorn.
Between 22 degrees north and 22 degrees south.
Countries: Brazil, the Congo, and Indonesia.
Find each country on the globe.
Middle latitudes
Far from the Equator.
Climate: Cool and dry.
Most of the world lives here.
Between the Tropic of Cancer and the Arctic Circle.
Northern Hemisphere: U.S., Europe, China, Japan.
Southern Hemisphere: Chile, Argentina, South
Africa, and Australia.
Find each country on the globe.
High latitudes
Really far from the Equator.
Climate: Cold.
Region: The Polar Region. Few people live here.
Between the Arctic Circle and the North Pole.
Between the Antarctic Circle and the South Pole.
Only the northernmost parts of: Alaska, Canada,
Greenland, Norway, Sweden, Finland, Russia.
Find each country on the globe.
HERSHEY’S KISSES
Move to the first student and say, “Here’s the
globe. Tell me all you can about the (low, middle, high) latitudes.” Give one Hershey's kiss for
each correct answer. If a student is on a roll, keep
doling them out to him or her! If not, move on to the
next student. Keep moving around the classroom.
When you hit a dry spell, announce: "Friends, you
are chocoholics . . . So you must live in the middle
latitudes. For homework, study this sheet and
let’s try this chocolate experiment again tomorrow.”
page 17
2. The Geography
page 19
Mapping
Lesson #3
When it came to geography,
Africa was not dealt a full deck.
Goal: Most of Africa is not arable land.
Lesson: You cannot farm on the desert or in the rainforest.
Directions: Color the map! Use the map on page 106.
The Desert = brown
No good for farming!
In brown, put dots on these towns: Dakar, Gao, Tahoua, Zinder, Al Fashir, Khartoum, Asmara, Djibouti.
Connect the towns with a brown line.
In light brown, shade everything north of this line.
Most of this is the Sahara Desert.
In brown, put dots on Djibouti and Mogadishu. Connect them with a brown line.
In light brown, shade everything east of this line.
In brown, put dots on these towns: Lubango, Windhoek, Keetmanshoop, Oudtshoorn.
Connect them with a brown line.
In light brown, shade everything west of this line.
Tropical Rainforest = dark green
No good for farming!
In green, underline Freetown and Accra.
In dark green, shade everything south of this line.
Put green dots on the following cities: Porto Novo, Moundou, Ndele, Juba, Kananga, Kinshasa, PointeNoire.
Connect the dots with a green line.
In dark green, shade everything inside this line.
Put green dots on the following cities: Beira, Lilongwe, Harare, and Maputo.
Connect the dots with a green line.
In dark green, shade everything inside the line.
Deciduous Forest = blue
No good for farming!
Deciduous trees lose their leaves in winter. The soil is too poor for farming.
In blue, put dots on the following towns: Kigali, Kalemi, Kamina, Huambo, Tsumeb, Maun, Harare,
Lilongwe, Tabora.
Connect the dots with a blue line. In light blue, shade everything inside the line.
The Grasslands = light green
Good for farming!
In light green, shade everything else!
CLASS DISCUSSION
1. "When it came to geographical cards, Africa was not dealt a full deck." Explain.
2. Add up the facts: How would you describe farming in Africa?
page 20
Lesson #4
Game
The Five Themes of Geography
Geography
Jumble
Break into pairs. Examine
each fact. Using the
chart, categorize each
fact. When you are finished, play The Bell
Game, “Name that
Theme!”
More advanced:
Categorize facts from
your textbook or the
encyclopedia.
1. Location
Exact location: What is the latitude and longitude?
Relative location: “It is northeast of such and such.”
2. Place
Physical features: Describe the land, rivers, mountains, climate.
Human features: Describe everything that is man-made!
3. Interaction
How people interact with the land, rivers, mountains, and climate.
How people adapt to, modify, and depend upon their surroundings.
Examples: Farm the land, dam the river to prevent floods, build ski
resorts in the mountains, pollute the air, wear wool clothing.
4. Movement
What people move into and out of this place? By what means?
What goods move into and out of this place? By what means?
What ideas move into and out of this place? By what means?
As a result of movement, this place is connected to other places.
What places?
Example: Philadelphia and Phoenix are connected by football.
5. Region
A region is an area that has common physical or human features.
New England is a region with a common coastline, climate, history.
1. Africa is the second largest continent.
2. Africa has 53 countries, more than any other continent in the world.
3. Africa is a treasure chest of minerals: oil is drilled in North Africa; copper is mined in
the Congo; gold and diamonds are mined in South Africa.
4. Africa is a plateau. The land is like a flat table that is 2,000 to 5,000 high.
5. Nigeria is the most populous country in Africa.
6. Africa has the world's largest desert. The Sahara is nearly as large as the U.S.
7. Equatorial Africa is a wide band of tropical rainforest along the Equator.
8. The Sahel is a wide band of grasslands south of the Sahara Desert.
9. The Sahara Desert is spreading 20 miles a year.
10. The Rift Valley is in East Africa. A rift is a fault, like California’s San Andreas Fault.
11. In the Rift Valley, you will find some of Africa's most spectacular scenery.
12. Tropical rainforests surround the Congo River Basin in Central Africa.
13. The Nile River provides transportation and hydroelectric power.
14. North Africa is a land of desert, oil, Arab peoples, and the Muslim religion.
15. Only half of the people in Africa live in the countryside and work as farmers.
16. The Zambezi River provides hydroelectric power.
17. Southeastern Africa is "The Land of Zs.” The Zambezi River is bordered by the
countries of Zambia, Zimbabwe, and Mozambique.
18. In Ancient Egypt, farmers used the Nile River to create farms so productive that the
food surpluses allowed great cities to be built.
19. The Empire of Mali, based in Timbuktu, arose out of trade between the
Mediterranean seacoast and the rainforest peoples of West Africa.
20. From 1500 to 1800, Europeans raided Africa, kidnapping millions of people and carrying them to North and South America.
21. The European powers carved up Africa into colonies. The French took West Africa;
the British took Egypt, Kenya, Nigeria, South Africa.
22. 80% of Africa's people live in sub-Saharan Africa - south of the Sahara Desert.
23. There are 800 ethnic groups and 800 languages spoken in Africa.
24. Soccer is the favorite sport throughout Africa.
25. It is common for young men to move to cities to get decent-paying jobs.
26. Lagos became so crowded that Nigeria created a new capital in the interior of the
country. The capital of Nigeria is now Abuja.
27. A surprising number of young Africans go to college in Europe.
Answers
1. Place
2. Place
3. Interaction
4. Place
5. Place and
interaction
6. Place
7. Region
8. Region and
location
9. Region
10. Location and
region
11. Place and
region
12. Region
13. Movement;
interaction
14. Region
15. Interaction
16. Interaction
17. Region
18. Interaction
19. Movement
20. Movement
21. Region
22. Region
23. Place
24. Place
25. Movement
26. Movement and
interaction
27. Movement
page 21
A game to learn how to categorize.
A game for those students who learn best by doing.
A game to assess learning.
The Bell Game: Name that Theme!
The week before
Go to Office Depot or Office Max and buy 5 bells. You know:
You bop it to call for service.
Make 5 signs: LOCATION, PLACE, INTERACTION, MOVEMENT, REGION
Ask the school custodian for a wide table and 5 chairs.
A panel of “experts”
In the front of the classroom, place the table and chairs.
In front of each, place a sign and bell.
Ask for volunteers to sit as a panel of experts.
"You are responsible only for responding to facts which relate to your category."
The Reader
Choose a student to read the facts.
Explain: "When the reader read a fact which deals with your particular category, ring your bell."
The Answer Man
Choose a student to play this role. We suggest a boy or girl who has been absent.
Give the student the answer sheet.
Explain: "When a student rings the bell, you must say in a strong voice: 'That is correct' or 'That is incorrect.'"
How to begin
Ask students to test their bells.
"Do not ring your bell until the full statement has been read."
“If you engage in frivolous bell-ringing, another student will take your place.”
The Reader reads the facts, one by one.
The Answer Man states whether the answer is correct or incorrect.
What if several students ring their bells?
All the better!
Ask the class whether or not the incorrect answer is possible, based upon the student's explanation.
Keep in mind that when you enter higher levels of thinking, certain answers are going to be "in the ballpark"
and, therefore, acceptable.
More advanced
Using the same topic, read from the encyclopedia.
Ask students to explain their answers.
That is, exactly why does this fact relate to your category?
page 22
Lesson #5
Mapping
What can you do
with a political map of Africa?
Use a wall map and the map on page 25.
There is it is hanging on your classroom wall. What can you do with it?
What's the first thing that strikes you about the continent of Africa?
(Draw a distinction between a continent and a country: no continent has more countries than Africa.)
Africa has 53 countries. How are you going to remember the number 53?
(Africa is like a deck of cards. There are 52 cards in a deck. There were 52 countries in Africa . . .
until Eritrea won its independence.)
1. Let's talk about LOCATION
What is the westernmost country of Africa? (Senegal.)
What is the easternmost? (Somalia.)
What is the northernmost? (Tunisia.)
What is the southernmost? (South Africa.)
Which continent lies north of Africa? (Europe.)
Which continent lies east of Africa? (Asia.)
Which two bodies of water separate Africa from Asia? (The Red Sea and the Indian Ocean.)
What body of water separates Africa from Europe? (The Mediterranean Sea.)
What body of water separates Morocco from Spain? (The Strait of Gibraltar. Home of the Rock of
Gibraltar.)
What ocean lies to the west of Africa? (The Atlantic Ocean.)
What ocean lies to the east of Africa? (The Indian Ocean.)
What famous line of latitude runs through Lake Victoria? (The Equator.)
Does most of Africa lie above or below the Equator? (Above.)
Which African countries lie on the Equator? (Gabon, Congo, Democratic Republic of Congo (formerly
Zaire), Uganda, Kenya, and a bit of Somalia.)
Which African countries lie entirely below the Equator? (The Z countries: Tanzania, Zambia, Mozambique,
Zimbabwe. NABS: Namibia, Angola, Botswana, South Africa.)
Which countries of Africa might have to wear woolen clothes in wintertime?
Hint: Which country is far from the Equator and close to the South Pole? (South Africa.)
2. Let's talk about PLACE
What kind of weather would you expect to find on the Equator? (Hot + rainy = tropical.)
What is the desert in North Africa? (The Sahara Desert.)
What makes the Sahara a unique desert? (It is the world's biggest desert.)
Note: The Kalahari Desert, also one of the world's largest, lies in southern Africa.
What is Africa's largest lake? Do you know its name? (Lake Victoria, named after the Queen of England.)
What is the major island of Africa? (Madagascar.)
What is the name of Africa’s large peninsula? (The Somali Peninsula in Somalia.)
What is the name of the cape? (Cape of Good Hope in South Africa.)
3. Let's talk about INTERACTION (The way people interact with their environment.)
Africa has 4 major rivers: 2 begin with N and 2 begin with Z. (Nile + Niger. Zambezi + Zaire.*)
What is unusual about the Nile River? (The Nile is the longest river in the world.)
The Nile begins at Africa’s biggest lake. What lake? (Lake Victoria.)
In which direction does the Nile River flow? (It flows north.)
What city was built along the Nile River? (Cairo, Egypt)
What city was built along the Congo River? (Kinshasa, Democratic Republic of the Congo).
What city was built along the Niger River? (Bamako, Mali)
*The Zaire River is usually called the Congo River.
page 23
4. Let's talk about MOVEMENT (of people, goods and ideas).
What is the biggest physical barrier to movement? (The Sahara Desert.)
Through which countries would you pass if you were flying . . .
From Addis Ababa, Ethiopia to Luanda, Angola? (Sudan, Uganda, and Dem Rep of the Congo.)
From Kinshasa, Zaire to Accra, Ghana? (Congo, Gabon, Cameroon, Nigeria, Benin, and Togo.)
From Accra, Ghana to Rabat, Morocco? (Burkina Faso, Mali, and Algeria.)
5. Color the REGIONS
NORTH AFRICA
Which country connects North Africa to the Middle East? (Egypt)
Coastal Countries
Morocco, Algeria, Libya, Egypt, Tunisia, Western Sahara.
WEST AFRICA
Which countries are small - coastal or landlocked? (Coastal)
The richest, most powerful country is the biggest country on the coast. What is it? (Nigeria)
Coastal Countries
Mauritania, Senegal, Gambia, Guinea-Bissau, Guinea, Sierra Leone, Liberia, Cote d”Ivoire (Ivory Coast),
Ghana, Togo, Benin, Nigeria.
Landlocked Countries
Mali, Burkina Faso, Niger, Chad.
Islands
Cape Verde Islands
CENTRAL AFRICA
The biggest country is the richest country. What is it? (Dem Rep of the Congo = the former Zaire)
Coastal Countries
Cameroon, Equatorial Guinea, Gabon, Congo, Democratic Republic of the Congo = the former Zaire.
Landlocked Countries
Central African Republic
Islands
Sao Tome and Principe
EAST AFRICA
This region is nicknamed "The Horn of Africa.” Why? (Somalia is a peninsula.)
Which countries border Lake Victoria? (Five: Kenya, Tanzania, Burundi, Rwanda, Uganda)
Coastal Countries
Sudan, Eritrea, Djibouti, Somalia, Kenya, Tanzania.
Landlocked Countries
Ethiopia, Uganda, Rwanda, Burundi
Islands
Seychelles
SOUTHERN AFRICA
This region might be called "The Land of Zs.” Why? (Countries and rivers have Zs in them.)
We cannot call this region South Africa. Why not? (South Africa is a country. The biggest and richest.)
Coastal Countries
Angola, Namibia, South Africa, Mozambique.
Landlocked Countries
Zambia, Zimbabwe, Botswana, Malawi, Lesotho, Swaziland.
Islands
Madagascar, Mauritius, Comoros.
page 24
page 25
Game
Lesson #6
The Forehead Game
The goal
Locate places on a map. Draws a distinction between location and place.
The month before
Ask your school librarian to locate a set of atlases. You need one atlas for each pair of students.
The day before
Copy this sheet: One for each student in the class.
For homework: Cut out the place names. Or write them on Post-It notes.
Have scotch tape on hand.
How to play
Break into pairs. Take half the place names and hide them from your partner.
Tape one place name onto your partner’s forehead.
Using an atlas, you give your partner clues: "You are located northeast of ____________."
Using an atlas, your partner guesses the place.
Make the early clues tough, then easier until your partner guesses the place.
Your partner then tapes a place name on your forehead and gives you clues.
The game ends when you’ve used up all the place names.
More advanced
Break them into groups of 5. Sit in a circle. The student who is "it" sits in the middle and takes clues from
the students in the circle. Give clues using the legend. Elevation: “Your are located 1,000 feet above sea
level.” Scale: “You are located 100 miles southwest of Cairo.”
Deserts
Sahara Desert
Kalahari Desert
Mountains
Mt. Kilimanjaro
The Atlas Mountains
Rivers
Niger River
Nile River
The Congo River
The Zambezi River
Lakes
Lake Victoria
Lake Tanganyika
Lake Albert
Lake Nyasa
Lake Volta
page 26
Oceans & Seas
Atlantic Ocean
Indian Ocean
Mediterranean Sea
Red Sea
Gulfs, Straits, Canals
Gulf of Sidra
Gulf of Guinea
Gulf of Aden
Strait of Gibraltar
Suez Canal
Mozambique Channel
Cape
Cape of Good Hope
Cities
Cairo
Islands
Nairobi
Madagascar
Lagos
Zanzibar
Johannesburg
Canary Islands
Tripoli
Addis Ababa
Kinshasa
Casablanca
Dakar
Dar es Salaam
Cape Town
Algiers
Mogadishu
Pretoria
Accra
Lesson #7
You can’t find places on a map
unless you know directions
Simon Sez
Use a compass and begin the game facing true
North.
If you turn the wrong direction, you are "out" and
have to sit down.
"Simon sez turn east."
"Simon sez turn west."
"Simon sez turn north."
"Turn south."
While you struggle at the map,
the class gives you help.
You are getting warmer. . .
The goal
Learn the locations of places on a world map.
The day before
"Study these places on the world map.”
Put a world map at the front of the classroom.
How to play
Choose a student at random to go to the world map
at the front of the class.
Using atlases, the class tells the student how to find
a city by saying
"You're getting warmer" (as you get close to the
city),
"You're getting colder" (as you move away from the
city)
"You are freezing . . ." (you are way off).
"You're hot!" as the student finds the place.
Games
You are all alone and racing against the
clock!
Beat the Clock
The goal
Develop a mental map of the world.
The day before
Break into two teams. Assign students to study their
xeroxed world map and list of cities.
Post-It Notes: One city on each note. Put them into
a hat.
Kitchen Timer: Borrow from the home ec teacher.
Choose an official timer and a recorder, who then
make up two separate scorecards.
How to play
Break into the same two teams; flip a coin to see
which team goes first.
The first student on Team A picks a slip of paper out
of the hat.
The official timer sets the timer for 20 seconds.
If the student beats the clock (points out the city's
correct location BEFORE it rings) the team gets a
point.
Allow the first student on Team B to do the same.
How to win
The team with the greatest number of points wins.
Award a prize to the team with the fastest speed.
Acknowledge the MVP.
More advanced
Borrow a stopwatch from your school's athletic
director.
Highway Signs
From Cairo, which way is it to Nairobi?
As you struggle at the world map, you are all alone.
It’s okay. Take your time.
Pin the Tail on Pretoria!
The goal
Learn the location of places on a world map.
The day before
For homework, study the location of the places.
Write the name of each place on a Post-it note.
Borrow a baseball cap.
How to play
Each student picks a Post-it note out of a hat.
Using no atlas, the student must stick the city onto
its correct location on the world map.
Break students into 3 groups: Each makes road
signs indicating the direction of certain cities.
Group #1: Find materials and design 5 poles that
show north, south, east, and west.
Group #2: Cities: (From Cairo) Casablanca,
Nairobi, Kinshasa, Johannesburg.
Group #3: Cities: (From Cairo) London, Paris,
Moscow, Beijing, New York City, New Delhi.
Play "Simon Sez"
You are standing at Cairo.
"Simon Sez face Johannesburg!” and so on.
page 27
Mapping
Lesson #8
What can you do with a blank map of Africa?
Use the maps on pages 25 and 29.
Lecture: As you ask and answer questions, students write notes on the labeled map.
Quiz: Students answer your questions using the blank map of Africa.
LATITUDE
Where would you put the Equator? Why there?
Reasoning: Most of Africa lies north of the Equator. Through Congo and the Dem Rep of the
Congo.
The Tropic of Cancer runs through Egypt. The Tropic of Capricorn runs through South Africa.
SYSTEMS
Where would you put the Mediterranean Sea?
Reasoning: North of Africa > toward Europe.
Where would you put the Atlantic Ocean?
Reasoning: West of Africa > toward the Americas.
Where would you put the Indian Ocean?
Reasoning: East of Africa > toward India.
Where would you put the Atlas Mountains? Why there?
Reasoning: Africa crashed into North America, creating mountains along Africa’s northwest coast.
Where would you put the Highlands? Why there?
Reasoning: Ethiopia. The steep cliffs turned Ethiopia into a fortress.
Ethiopia is the only African country never to be conquered by the Europeans.
Where would you put the Nile River? Why there?
Reasoning: Rivers always begin in the mountains. In the Ethiopian Highlands.
Where would you put the Niger River?
Reasoning: Through the countries with similar names - Niger and Nigeria.
Where would you put the Congo River?
Reasoning: Through the countries with the same name - Congo and the Dem Rep of the Congo.
Where would you put the Zambezi River?
Reasoning: Through the Z countries - Zambia and Zimbabwe.
PATTERNS
Where would you put the major cities? Why there?
Reasoning: Along the seacoasts. For transportation and trade.
Coastal Cities: Algiers, Tunis, Tripoli, Djibouti, Mogadishu, Dar es Salaam, etc.
Reasoning: Along the major rivers. For irrigation, transportation, and trade.
River Cities: Cairo is on the Nile River. Kinshasa is on the Congo River.
Reasoning: In gold mining regions.
Mining Cities: Johannesburg.
Reasoning: In the Highlands so people can escape the Equatorial heat.
High Cities: Addis Ababa is 8,000 feet. Nairobi is 6,000 feet above sea level.
Reasoning: Far from the Equator. So people can escape the heat.
Cities Out of the Tropics: Algiers (northernmost tip). South Africa (southernmost tip).
TRENDS
If there were a city in the interior of the continent, where would it be? Why there?
Reasoning: In Africa and around the world, coastal cities are getting crowded. The trend is to move capital
cities into the interior. This relieves population pressure on the coast and opens up the interior of the country to development. Such a city is called a forward capital. Abuja, capital of Nigeria, is a forward capital.
page 28
page 29
Mapping
Lesson #9
Blank map of Africa
Africa has more countries than any other continent.
Here's how to remember them. Using the blank map
on page 29, teach the class . . .
Label them in this order:
MALE
Across North Africa, the countries spell MALE:
Label Morocco, Algeria, Libya, Egypt.
Don’t forget Tunisia and Western Sahara!
This a desert region.
Mali to Somali
The Sahara Desert is spreading south.
So this grasslands region is turning to desert.
Label all the countries from Mali to Somalia.
This region is called the Sahel.
The Great Lakes
Lake Victoria: Named for Victoria, Queen of
England.
Lake Albert: Name for Victoria’s husband.
Uganda and Kenya once belonged to the Queen.
Label all the lakes.
Label all the countries that border the lakes.
The Land of Zs
Zambia, Zimbabwe, Mozambique, Tanzania.
Zs are in Zouthern Africa.
Zouth Africa is the zouthernmost country.
The Motherland
African-Americans have ancestors in West Africa.
West Africa is close to the Americas.
Senegal to Nigeria: Label all these countries.
Nigeria to Angola: Label all these countries.
Assessment
1. Break into pairs. Give each a blank map.
2. Challenge the class to fill in the blank map!
3. Switch papers. Using atlases, check the accuracy of each map.
4. Award a prize (chocolate from the Ivory Coast?)
to the pair with the most accurate map.
5. Do this over and over until students master the
map!
Games
Lesson #10
Dart board!
Goal: Throw a dart. Guess the name of the country.
Put an announcement over the school's public
address system, "Geography class needs to borrow
darts."
Attach white paper to the bulletin board in your
classroom.
Using the overhead projector, draw a map of
Africa.
Draw the boundaries of the countries, but do not
label them.
Ask a volunteer to throw a dart and guess the name
of the country hit.
Rotate in chairs: If you answer correctly, sit at the
first desk in the front.
Map: Africa (stars for the capital cities)
Rap!
Goal: Learn the capital cities
Goal: Locate them on a map of Africa.
Use the map on page 25.
On tape, read the following.
Use music in the background, or give it a rap beat.
Using the map, underline the capitals in red.
Memorize their locations.
Algiers is in Algeria.
Abuja's in Nigeria.
Monrovia's in Liberia.
Addis Ababa's in Ethiopia.
Mogadishu's in Somalia.
Lusaka's in Zambia.
Luanda's in Angola.
Nairobi's in Kenya.
Tripoli's in Libya.
Accra's in Ghana.
Kampala's in Uganda.
Dodoma's in Tanzania.
Pretoria's in South Africa.
Congo's capital is Kinshasa.
Cairo in Egypt is the home of Cleopatra.
In your presentation, play the tape. As a capital is
mentioned, mark an X on the blank poster.
Challenge other students in your class to recite this.
Lesson #11
Mapping
What is the shape of the country?
Use the map on page 39.
Geographers always notice the shape of a country.
Students can find a country on the map if they remember its shape.
There are 5 basic shapes.
Name
Shape
Definition
Example
Compact
Circular or square
All territory is equidistant
from the center.
The North/South
and East/West distances
are roughly the same.
Nigeria
Elongated
Long and narrow.
It has a greater North/South
distance than East/West
distance.
Togo
Fragmented
Made of two
or more parts.
The parts are separated
by land or water.
Usually an island or islands.
Cape Verde
Islands
Prorupt
Nearly compact . . .
Except it has a finger-like
projection extending away
from the core.
These projections are called
“panhandles" because
they look like the handle
on a frying pan.
Mali
Perforated
Surrounded!
Completely surrounded by
another country. The
perforated country is
usually small country.
Lesotho
Now find examples of each shape!
Using the map of Africa on page 39 (only the countries are labeled), examine the shape of each country.
On the country, write its shape.
Example: On Nigeria, write “Compact.”
Compare papers. Did everyone agree on the shape of each country?
page 31
Game
Lesson #12
Game for the Great Outdoors.
Students form a Human Map .
It’s not stupid.
The high school band does this every fall for half-time at the football games.
The Great Mapmaster!
Goals
Appreciate the shape of a country.
Locate the capital city within that country.
The week before
Ask your principal to allow you to use a large space (soccer field, playground, gym, cafeteria).
Buy a compass.
The day before
Ask everyone to wear something red. Bring in a big green shirt.
Explain to the class: “You are going to form the shape of a country. One student will be the capital city.”
How to play
Choose one student to be the capital city. Give him/her the big green shirt to wear.
Appoint one student to be Mapmaster.
Using an atlas, the Mapmaster consults the map and gives directions to the students on the field.
What shape is the country? Where is the location of the capital city?
To accomplish this, the Mapmaster may need a compass to figure out north, south, east, west.
Example: GHANA
Step #1: The Mapmaster orders the class:
“You are the great country of Ghana!”
“Your shape is elongated - long and narrow.”
(Ghana is elongated = long and narrow.)
Step #2: The Mapmaster orders:
“Green Shirt! You are Accra, capital city of Ghana!”
Move to the southern border of Ghana.”
Step #3: The Mapmaster calls out: “Who are you?”
The class shouts: “The great country of Ghana!”
The Mapmaster calls out: “Green Shirt! What are you?”
Green Shirt shouts: “I am Accra, capital city of Ghana!”
Do this for all all your countries.
More advanced
When the Mapmaster shouts “Ghana!”
the class immediately forms an elongated country
and Green Shirt immediately moves to the southern border of Accra.
Imagine doing this for all the countries on the continent.
Ask your principal if you can perform it on Parents’ Night!
page 32
Lesson #13
A treasure hunt . . .
Goal
Examine and locate landforms with specific shapes.
In the library
Break into teams of five and head for the library.
Give every student an atlas. Working in teams, students find shapes.
Back in the classroom
When students are finished, compare lists. Give one
point for every correct answer.
How to end
Award a prize to the winning team!
1. Which peninsulas can you find?
Definition: A peninsula is a piece of land surrounded
by water on three sides.
2. Which islands can you find?
Definition: A single island.
3. Which archipelagos can you find?
Definition: A cluster of two or more islands.
4. Which gulfs can you find?
Definition: A gulf has the title “Gulf.”
5. Which straits can you find?
Definition: A strait usually has the title “Strait.”
Games
Red Light!
Green Light!
A Game for the Great Outdoors.
Here’s a way to channel all that energy . . .
The goal
Draw a distinction between cities and countries.
The week before
Ask your principal to allow you to hold class in the
cafeteria, gym or on the playground.
The day before
In class, make crowns.
On the front side is the name of a country.
On the back side, the name of its capital city.
How to play
Ask the class to put on their crowns.
Using chalk, establish the starting line. (Students.)
Using chalk, establish the finish line. (You.)
Explain to the class:
“Red means country.”
“Green means city.”
Turn your back and shout “Red Light!” (country)
Students turn their crowns to show the name of a
country.
Turn around and check the crowns:
You should see only the names of countries.
As you check each student, tell him/her to take a
giant step forward.
If you see the name of a city, tell that student to
take a giant step backward.
Turn your back and shout “Green Light!” (city)
Students must turn their crowns to show the name
of a city.
Check the crowns:
You should see only the names of cities.
If you see the name of a country, tell that student to
take a giant step backward.
How to end
The winner is the first student to make it to the
Finish Line!
Let him/her be the Caller.
Start over: Give someone else a chance to win!
6. Which canals can you find?
Definition: A canal usually has the title “Canal.”
page 33
Group analysis
Lesson #14
Place
Examine a poster or photograph. Our posters of the Sahara Desert, Village in the Rainforest, Mt.
Kilimanjaro, Nairobi, etc, work very well for this type of activity.
List the characteristics of this place. There are two types of characteristics.
1. Physical Features: Natural things
Landscape (flat land, hills, mountains, valley), vegetation (trees, bushes), soil (sandy, dry), climate (fog,
snow).
2. Human Features: Man-made things
Buildings (what type? made of what?), windows, roof (pointy or flat?), yard (little lawn or farmyard?), road
(dirt or concrete? wide or narrow?), wires (telephone or electrical?), clothing (cotton or wool?) and shoes
(sandals or boots?).
Break into pairs. List the physical and human characteristics that you see. Compare answers.
The Photograph ________________________________
PHYSICAL CHARACTERISTICS
HUMAN CHARACTERISTICS
1.
_________________________________________
1.
_________________________________________
2.
_________________________________________
2.
_________________________________________
3.
_________________________________________
3.
_________________________________________
4.
_________________________________________
4.
_________________________________________
5.
_________________________________________
5.
_________________________________________
6.
_________________________________________
6.
_________________________________________
7.
_________________________________________
7.
_________________________________________
8.
_________________________________________
8.
_________________________________________
9.
_________________________________________
9.
_________________________________________
10.
________________________________________
10.
________________________________________
Lesson #15
Game
A game to learn how to categorize.
A game for those students who learn best by doing.
A game to assess learning.
The Bell Game
The week before
Go to Office Depot or Office Max and buy 2 bells. You know:
You bop it to call for service.
Make 2 signs: PHYSICAL FEATURES & CULTURAL FEATURES
Ask the school custodian for a wide table and 2 chairs.
A panel of “experts”
In the front of the classroom, place the table and chairs.
In front of each, place a sign and bell.
Ask for volunteers to sit as a panel of experts.
"You are responsible only for responding to facts which relate to your category."
The Reader
Choose a student to read the facts.
Explain: "When the reader read a fact which deals with your particular category, ring your bell."
The Answer Man
Choose a student to play this role. We suggest a boy or girl who has been absent.
Give the student the answer sheet.
Explain: "When a student rings the bell, you must say in a strong voice: 'That is correct' or 'That is incorrect.'"
How to begin
Ask students to test their bells.
"Do not ring your bell until the full statement has been read."
“If you engage in frivolous bell-ringing, another student will take your place.”
The Reader reads the facts, one by one.
The Answer Man states whether the answer is correct or incorrect.
What if several students ring their bells?
All the better!
Ask the class whether or not the incorrect answer is possible, based upon the student's explanation.
Keep in mind that when you enter higher levels of thinking, certain answers are going to be "in the ballpark" and,
therefore, acceptable.
More advanced
Using the same topic, read from the encyclopedia.
Ask students to explain their answers.
That is, exactly why does this fact relate to your category?
page 35
Mapping
Lesson #16
The Atlas Mountains
Africa is the only continent that does not have a mountain chain. It does have a few mountains,
though.
Once upon a time, Alfred Wegener (a climatologist) noticed that South America and Africa fit together like pieces of a puzzle. "The world must have been one continent that broke into parts," he thought.
People laughed at him for 100 years, but today geographers say he was right. Wegener also came up with
the idea of continental drift: "When the giant continent broke into parts, the new continents drifted apart and
crashed into each other."
Can you guess which continents crashed into each other?
Examine a world map (physical) and solve these mysteries!
1. Africa drifted northeastward and crashed into Europe - forming which mountains in Europe?
__________________________________
2. Africa drifted northwestward and crashed into North America - forming the which mountains in the U.S.?
__________________________________
3. As a result of this crash, which African mountains were formed?
__________________________________
4. South America broke away from Africa, drifted westward, crashing into the Pacific Ocean Plate - forming
which South American mountains?
__________________________________
5. India (once its own continent) drifted northward and crashed into Asia - forming which Asian mountains?
__________________________________
6. North America drifted westward, crashing into the Pacific Ocean Plate - forming which mountain
ranges?
__________________________________
page 36
Lesson #17
Lecture
Game
Name that River!
Use the map on page 39 during the lecture and for practice.
Give a quiz with the blank map on page 38.
Water always flows downhill.
Rivers always begin in the mountains.
Rivers always end up in the sea.
The Nile does not flow up.
The Nile begins at Lake Victoria.
Lake Victoria lies at a high elevation.
The river flows downhill to the Mediterranean Sea.
The river flows north, but not “up.”
Because of gravity, water can never flow uphill.
When a river flows north, it is still flowing downhill.
Africa has 4 major rivers
Label them!
The Nile runs through Egypt.
The Niger runs through Nigeria.
The Congo River runs through the Congos.
The Zambezi runs through the Z countries - Zambia, Zimbabwe, Mozambique.
How to play . . .
1. Without telling the name of the river
Tell where it begins and where it ends. Ask the class to guess the river.
Where the river begins
Where the river ends
Name that river!
Guinea
Lake Victoria
The Congo (Dem Rep of)
Zambia
Gulf of Guinea
The Mediterranean Sea
Atlantic Ocean
Indian Ocean
The
The
The
The
Niger
Nile
Congo
Zambezi
2. Tell the name of the river
Ask the class: Through which region does it run?
The Nile .................................runs through The Desert
The Niger ...............................runs through The Grasslands
The Zaire (Congo) .................runs through The Rainforest.
The Zambezi ..........................runs through The Land of Zs.
3. Runs through which countries?
The Nile .................................Egypt, Ethiopia, Sudan, Uganda
The Niger ...............................Mali, Niger, Nigeria
The Zaire (Congo) .................Congo, Dem Rep of the Congo
The Zambezi ..........................Zambia, Zimbabwe, Mozambique
page 37
page 38
page 39
page 40
page 41
Mapping
Lesson #18
Where the river meets the sea . . .
Goal: The world’s biggest cities lie where the river meets the sea.
Theory: Consider the O.R.A.L. profile.
Lesson: If your answer is “yes” on all four questions, your city is probably a MAJOR city.
Choose one city. Examine the map on page 29 and answer the following questions about your city.
The name of your city _________________________
Ocean
Does your city lie near the sea? yes/no
What is the name of the sea or ocean? __________
"The best spot for a city is close to the sea.”
“The worst spot for a city is far from the sea.”
Reason: The city can export and import goods by ship. Shipping is cheaper than air.
Does your city follow this rule?
Explain _____________________________________________________________
River
Does your city lie near a river? yes/no
What is the name of the river(s)? ________________________
"The best spot for a city is on a navigable river or lake.”
“The worst spot for a city is by a river or lake that is not navigable.”
Navigable = An ocean-going ship can travel up the river or around the lake.
Reason: The city can export and import goods by ship. Shipping is cheaper than air.
Does your city follow this rule?
Explain _____________________________________________________________
Altitude
What is the elevation of your city? ________
Does it lie on a flat plain? yes/no
"The best spot for a city is flat land.”
“The worst spot for a city is up in the mountains.”
Reason: In the mountains, there is no flat land for building industry.
Does your city follow this rule?
Explain _____________________________________________________________
Latitude
What is the latitude of your city? _________
Does it at 30 to 40 degrees latitude? yes/no
It can be 30-40 degrees north of the Equator.
It can be 30-40 degrees south of the Equator.
"The best spot for a city is 30 or 40 degrees latitude.”
“The worst spot for a city is to be in the tropics (hot) or close to the poles (cold).”
Reasoning: At 30-40 degrees, the climate is temperate (not too hot and not too cold.”
Does your city follow this rule?
Explain _____________________________________________________________
page 42
Lesson #19
Homework: Memorize this list.
Memorize the capital city!
Country
Capital City
Algeria
Algiers
Angola
Luanda
Benin
Porto-Novo
Botswana
Gaborone
Burkina Faso
Ouagadougou
Burundi
Bujumbura
Cameroon
Yaounde
Cape Verde
Praia
Central African Rep
Bangui
Chad
N’Djamena
Comoros
Moroni
Congo
Brazzaville
Congo, Dem Rep of
Kinshasa
Djibouti
Djibouti
Egypt
Cairo
Equatorial Guinea
Malabo
Eritrea
Asmara
Ethiopia
Addis Ababa
Gabon
Libreville
Gambia
Banjul
Ghana
Accra
Guinea
Conakry
Guinea Bissau
Bissau
Ivory Coast (Cote d’Ivoire) Abidjan
Kenya
Nairobi
Lesotho
Maseru
Liberia
Monrovia
Libya
Tripoli
Madagascar
Antananarivo
Malawi
Lilongwe
Mali
Bamako
Mauritania
Nouakchott
Mauritius
Port-Louis
Morocco
Rabat
Mozambique
Maputo
Namibia
Windhoek
Niger
Niamey
Nigeria
Abuja (a forward capital)
Rwanda
Kigali
Sao Tome & Principe Sao Tome
Senegal
Dakar
Seychelles
Victoria
Sierra Leone
Freetown
Somalia
Mogadishu
South Africa
Pretoria, Cape Town
Sudan
Khartoum
Swaziland
Mbabane
Tanzania
Dodoma (a forward capital)
Togo
Lome
Tunisia
Tunis
Uganda
Kampala
Zambia
Lusaka
Zimbabwe
Harare
Games
Can you name the capital city . . .
without looking up?
Don’t look up!
Goal
Memorize the capital cities.
Distinguish between countries and cities.
The week before
Copy this sheet: One for each student.
Study it for homework.
Buy fishing line.
Borrow a staple gun from the shop teacher.
Borrow a hole puncher and a ream of colored paper
from the school office.
Make several mobiles, one for each region.
Hang the mobiles from the ceiling.
The Game: “Don’t Look Up!”
Students are sitting at their desks.
The question:
“The name of the city is ________.
What is the country?” (And vice versa.)
The student must stand.
The student must answer . . .
Even if it means looking up at the mobile.
If a student can answer without looking up,
keep standing.
If not, sit down.
Pump up the speed.
The winner is the only one left standing.
Award a prize to the winner!
page 43
page 44
Lesson #20
Chart
Number of countries
Africa’s population
% of the world’s population
53
800 million
13%
The most populous countries in Africa
Rank
Country
Population
1
Nigeria
137,253,133
2
Egypt
3
Ethiopia
4
Congo, Dem Repub
5
South Africa
42,718,530
6
Sudan
39,148,162
7
Tanzania
36,588,255
8
Morocco
32,209,101
9
Algeria
32,129,324
10
Kenya
32,021,856
11
Uganda
26,404,543
12
Ghana
20,757,032
13
Mozambique
18,811,731
14
Madagascar
17,501,871
15
Cote d'Ivoire
17,327,724
16
Cameroon
16,063,678
17
Burkina Faso
13,574,820
18
Zimbabwe
12,671,860
19
Mali
11,956,788
20
Malawi
11,906,855
76,117,421
Cairo is the most populous city in Africa.
67,851,281
58,317,930
Source: The World Almanac and Book of Facts, 2005
page 45
Lesson #21
Game
There are 3 ways
in which people interact with their environment
How people
relate to
the land, water
and air.
Break into pairs. Examine
each fact and categorize it.
Then play The Bell Game,
“Name that Interaction!” Use
facts from your textbook or the
encyclopedia.
Example: A company that
drills for oil in the Persian
Gulf.
How does the company
interact with the
environment?
Adapt
People do not change the environment. They change their lives to fit it.
Environmentalists, especially those concerned with preserving the wilderness,
like to leave the environment (land, water, air) alone. People interested in good
health or tourism often try to preserve things as they are. The biggest category
of “adapters” are people who have no choice! Out of necessity, they adjust their
lifestyles (clothing, housing, sports) to fit the environment.
Modify
People change the environment when they build roads, bridges, canals, dams,
harbors, and buildings. Anytime people create pollution they are changing the
environment. Wars usually change the environment.
Depend upon
Anyone involved in farming, fishing, mining or the tourism industry depends
upon the environment. The environment is their livelihood.
Do they adapt to it? (No.)
Do they modify it? (Yes.)
Do they depend on it? (Yes!)
1.
2.
3.
4.
5.
For thousands of years, the Nile River flooded. The Egyptians lived with it.
Since the Aswan Dam was built on the Nile, the river no longer floods.
Egyptian farmers have always depended upon the Nile to irrigate their crops.
The average family in North Africa makes a living by farming or herding.
Herders have overgrazed the Sahel. They have grazed too many goats on the
grasslands. The goats ate the grass down to the roots. The grasslands are turning to desert.
6. Along the coast of West Africa, farm laborers work on plantations that grow tropical foods such as cocoa beans and coffee.
7. When the price of oil is high, Nigeria’s economy is booming. When the price of
oil is low, Nigeria’s economy is bust.
8. The average family in West Africa farms for a living.
9. 95% of the Gambia’s income comes from the sale of peanuts.
10. In the rainforests of Central Africa, people cut down the hardwood trees. The
rainforests are disappearing.
11. Mining is big in the Democratic Republic of the Congo. That country is the
world’s No. 1 producer of copper.
12. In the Democratic Republic of the Congo, the average person travels by river.
The Congo River is the country’s main “highway.”
13. Have you ever seen the film “Gorillas in the Mist”? Dian Fossey studied gorilla
families in their natural habitat in the mountains of Central Africa.
14. In Central Africa, poachers often kill or kidnap gorillas.
15. The government of Kenya preserves the savanna and wildlife in national
wildlife preserves.
16. In East Africa, farmers must live with drought.
17. In Angola, companies drill for oil off the coast of Cabinda.
18. Mozambique’s capital city arose around a fine natural harbor.
19. South Africa’s economy is based upon mining and manufacturing.
20. The land surrounding Johannesburg is scarred with gold mines.
21. The land surrounding Kimberley is scarred with diamond mines.
22. South Africa has very little decent farmland, so people raise sheep!
page 46
The Answers
1. Adapt
2. Modify
3. Depend
4. Depend
5. Modify
6. Depend
7. Depend
8. Depend
9. Depend
10. Modify
11. Depend
12. Depend, adapt
13. Adapt
14. Modify
15. Adapt
16. Adapt
17. Depend, modify
18. Adapt
19. Depend
20. Modify
21. Modify
22. Adapt
A game to learn how to categorize.
A game for those students who learn best by doing.
A game to assess learning.
The Bell Game: Name that Interaction!
The week before
Go to Office Depot or Office Max and buy 3 bells. You know:
You bop it to call for service.
Make 3 signs: ADAPT, MODIFY, DEPEND
Ask the school custodian for a wide table and 3 chairs.
A panel of “experts”
In the front of the classroom, place the table and chairs.
In front of each, place a sign and bell.
Ask for volunteers to sit as a panel of experts.
"You are responsible only for responding to facts which relate to your category."
The Reader
Choose a student to read the facts.
Explain: "When the reader read a fact which deals with your particular category, ring your bell."
The Answer Man
Choose a student to play this role. We suggest a boy or girl who has been absent.
Give the student the answer sheet.
Explain: "When a student rings the bell, you must say in a strong voice: 'That is correct' or 'That is incorrect.'"
How to begin
Ask students to test their bells.
"Do not ring your bell until the full statement has been read."
“If you engage in frivolous bell-ringing, another student will take your place.”
The Reader reads the facts, one by one.
The Answer Man states whether the answer is correct or incorrect.
What if several students ring their bells?
All the better!
Ask the class whether or not the incorrect answer is possible, based upon the student's explanation.
Keep in mind that when you enter higher levels of thinking, certain answers are going to be "in the ballpark"
and, therefore, acceptable.
More advanced
Using the same topic, read from the encyclopedia.
Ask students to explain their answers.
That is, exactly why does this fact relate to your category?
page 47
Group analysis
Lesson #22
What caused this spot to become a city?
Break into pairs.
Using the encyclopedia, read about one African city:
Accra, Addis Ababa, Algiers, Cairo, Cape Town, Casablanca, Dakar, Dar es
Salaam, Durban, Johannesburg, Khartoum, Kinshasa, Lagos, Luanda, Lusaka,
Monrovia, Nairobi, Timbuktu.
Using this worksheet, circle what applies to your city.
LOCATION
1. This city lies far from the Equator, on the southern tip of Africa.
PLACE
2. This
3. This
4. This
5. This
6. This
7. This
city
city
city
city
city
city
arose as a seaport.
arose on the Niger River.
arose on the Nile River.
arose on the Congo River.
lies in the Ethiopian Highlands.
lies on a high plateau in Kenya.
INTERACTION
8. This city grew because of the discovery of gold.
9. This city grew rich because of the discovery of copper.
10. This city grew because its fertile soil is excellent for growing cotton.
11. This city grew because of the cacao bean.
MOVEMENT
12. This city was a center of the African slave trade.
13. This city was built by former slaves from the United States.
14. This city was the first white settlement in South Africa.
15. This city has grown because of its tourism industry.
16. This city grew because it has a giant open-air market.
17. This city grew because as a coastal seaport it has shipping.
REGION
18. This city was the home of an ancient civilization.
19. This city grew because it is the headquarters of the Organization for African
Unity.
20. Mansa Musa’s city is now covered by desert.
page 48
The Answers
1. Cape Town
2. Accra, Algiers, Cape Town,
Casablanca, Dakar, Dar es
Salaam, Durban, Lagos,
Luanda, Monrovia
3.
4.
5.
6.
7.
Timbuktu
Cairo, Khartoum
Kinshasa
Addis Ababa
Nairobi
8. Johannesburg
9. Kinshasa
10. Cairo, Khartoum
11. Lagos
12.
13.
14.
15.
Accra, Lagos
Monrovia
Cape Town
Cairo, Casablanca,
Nairobi
16. Addis Ababa, Cairo,
Casablanca, Lusaka
17. Accra, Algiers, Cape
Town, Dakar, Durban,
Casablanca, Dar es
Salaam, Lagos, Luanda,
Monrovia
18. Cairo
19. Addis Ababa
20. Timbuktu
Lesson #23
How does this city
rate with you?
Research
Writing Activity
When somebody asks you about a city, you should
be able to tell why you love it.
Using the encyclopedia, read about your city.
Give each feature a grade from A+ to F-.
___ It has a great location on the seacoast.
___ It is not crowded.
In 25 words or less . . .
___ It is growing by leaps and bounds.
Choose one of the cities. Explain why you would
love to live in this city. Be brief! Be descriptive. Use
adjectives.
___ It has lots of tourist attractions.
___ It lies on a busy river.
___ It is a center of world trade.
___ It is one of the world's biggest sea
ports.
___ International corporations have their
headquarters here.
We know a man who rated America’s top 20 cities.
How? Well, he chose the ones he liked the best.
How? Well, he chose his favorite categories: The
city with the best gardens, the cleanest air, the least
crime.
___ This city is full of history.
So, using your own criteria . . .
___ It is not polluted.
___ This city is rich.
Choose this country’s
best city!
___ It is a great exporting city.
___ It has great scenery.
We also know a guy who every year chooses the
10 worst dressed people in America.
___ It has a nice standard of living.
So, using your own criteria . . .
___ It is a beautiful old city.
___ There are no slums.
Choose this country’s
worst city!
___ There is no population explosion.
___ It is a modern city.
Other comments?
Please write on the back. Give each a
grade.
Based on this rating, would you live
there?
___ Yes
___ No
page 49
Student Projects
Lesson #24
Wars cause migration . . .
Crossing the Continent!
Use the map on page 25.
List the countries that you would cross . . .
1. If you were to fly in a straight line from Cairo to
Johannesburg, what countries would you fly over?
2. If you were to fly in a straight line from
Casablanca to Maputo, what countries would you
fly over?
3. If you were to fly in a straight line from Dakar to
Mogadishu, what countries would you fly over?
Make your own Passport
You are going on a train trip through Africa.
What to do
Make your own passport.
Use colored construction paper for the cover.
Label it: PASSPORT.
Use white pages on the inside.
Page 1: Write “The United States of America”
Page 2: Put a photograph of yourself, your name,
date of birth, place of birth, and signature.
Page 3: State the African city you will fly to.
Page 4:
List the cities through which you will travel.
Page 5: State the African city you will depart from
Last page: Using the encyclopedia . . .
List the currency you will carry.
List the 5 surprising places you'll see along the way.
Teach the class
Pass around your passport. Tell the class the 5
most surprising things you saw along the way.
Goal: Wars and famine cause migration from
country to country.
During a civil war or famine, refugees move to
another country. They're looking for peace and
food. Ask your librarian to show you how to use an
overhead projector to trace a large map of Africa.
Draw the outlines of the countries, then label them.
Using yarn, show the following:
1,000 people moved from South Africa to Lesotho.
5,000 people moved from Zimbabwe to Botswana.
7,000 people moved from South Africa to
Swaziland.
70,000 people moved from Namibia to Angola.
70,000 people moved from Mozambique to
Zimbabwe.
200,000 moved from Mozambique to South Africa.
250,000 people moved from Rwanda to Tanzania.
300,000 people moved from Angola to Zaire.
500,000 people moved from Rwanda to Zaire.
Draw conclusions: Which countries are having hard
times?
The tsetse fly
Goal: The migration of a pest. Tell the story.
Using the encyclopedia (T for tsetse fly), read about
this deadly disease. Color the following places:
1) In 1400, the tsetse fly appeared in West Africa.
Red: Coastal countries from Senegal to Nigeria.
2) By 1850, spread to Central Africa. Orange:
Central African Republic, Cameroon, Gabon,Congo.
3) By 1900, spread eastward. Yellow: Tanzania,
Mozambique, and the banks of Lake Victoria.
Teach the class: Tell the story of the tsetse fly.
Use a magic marker to show the spread of disease
on the blank poster.
What is the relationship between rivers and the
tsetse fly?
What is the relationship between the Equator and
the tsetse fly?
What is the relationship between elevation and the
tsetse fly?
page 50
Lesson #25
Graphic organizer
Movement & Migration
How is this culture connected to the rest of the world?
Pick a country. Look it up in the encyclopedia. Write the answer along the diagonal line.
10.
Cultural
Diversity
What ethnic groups
live here? They connect this country to
what other countries?
1. Economic
Diversity
Which industries
does this country
specialize in? Is it
No. 1 in these
fields?
2. Trade
This country imports
what from where? It
exports what to
where?
3. Technology
Which new inventions (or new ways
of doing things) have
spread to and from
this country?
9. Migration
Who is moving out of
this country?
Name of the
Country
______________
8. Immigration
Who is moving into
this country?
7. Tourism
What attracts tourists
to this country?
Tourists come from
where?
6. Travel
Who travels to and
from this country?
Why?
4. The Spread of
Ideas
What new ideas
have spread to and
from this country?
5. Political Change
What political
changes have spread
to and from this
country?
page 51
Chart
Lesson #26
The top 20 countries are all in Africa . . .
Countries with the highest level of HIV infection
Rank
Country
% with AIDS
1
Swaziland
39%
One out of every 3 people.
2
Botswana
37%
One out of every 3 people.
3
Lesotho
29%
One out of every 4 people.
4
Zimbabwe
25%
One out of every 4 people.
22%
One out of every 5 people.
One out of every 5 people.
5
page 52
South Africa
6
Namibia
21%
7
Zambia
17%
8
Malawi
14%
9
Central African Rep.
14%
10
Mozambique
12%
11
Tanzania
9%
12
Cote d'Ivoire
7%
13
Cameroon
7%
14
Kenya
7%
15
Burundi
6%
16
Rwanda
5%
17
Congo, Republic of the 5%
18
Ethiopia
4%
19
Burkina Faso
4%
20
Uganda
4%
21
Djibouti
3%
Lesson #27
Lecture w/
Mapping
The Impact of the Europeans
From 1400 onward, the Europeans had a powerful impact on Africa.
Location
The Europeans were (and are) Africa’s next-door neighbor.
Place
The Europeans re-shaped the culture of African countries.
Interaction
The Europeans re-shaped African farming and mining to suit trade with Europe.
Movement
The Europeans made a mass migration to Africa.
The Europeans caused (an involuntary) mass migration from Africa to the Americas.
Region
The Europeans carved Africa into regions.
The Conference of Berlin
Use the map on page 25.
In the 19th century, Europeans moved to African countries - and turned them into colonies!
In 1884, the Europeans met in Berlin, Germany.
There, they carved up Africa.
The borders of the new countries had no relationship to ethnic groups.
One country might have many ethnic groups.
This still causes problems today.
Using the encyclopedia (A for Africa), find the map that shows the European countries that colonized Africa.
Color your xeroxed map and make a legend to explain what the colors mean.
Example: Color the British colonies red. Color the French colonies blue.
Teach the class: Ahead of time, color the poster, then analyze the patterns:
1)
2)
3)
4)
What generalization can you make about where the English settled? (From Cairo to Cape Town.)
What generalization can you make about where the French settled? (West Africa)
Which European country owned the most land in Africa? (The British)
Which African countries were never ruled by Europeans? (Liberia and Ethiopia)
page 53
Graphic organizer
Lesson #28
In the 1800s, Europeans moved to Africa and Asia.
European ruled over the people of Asia and Africa.
Europeans shaped cultures in Asia and Africa. How?
The Europeans
Pick any country in Asia, Africa,
or Latin America.
Using an atlas or encyclopedia:
Fill in the blank.
Circle yes or no.
Examine the “no” vote:
What did people not admire
about the
Europeans?
11. Ethnic Conflicts
Europe has had many
ethnic and religious
conflicts. Has this
country had ethnic
conflicts?
Yes or No
10. Government
Europe was ruled by
kings and queens.
(Except France, which
was a republic.) Is this
a monarchy?
Yes or No
9. Money
The Europeans used
a currency called a
______________.
Is this the currency in
this country?
Yes or No
8. Sports
Europeans loved soccer. Is this a popular
sport in this country?
Yes or No
12. Wars &
Revolutions
Europe has had many
political conflicts. Has
this country had a war,
revolution, or revolt?
Yes or No
Ethnic Conflicts in Europe
Spain = Expulsion of the Jews
France = Massacre of Huguenots
Russia = Pogroms vs the Jews
Germany = The Holocaust
European Wars
The Crusades
Hundred Years’ War
War of the Roses
English Civil War
English Revolution
French Revolution
Napoleonic Wars
Russian Revolution
Russian Civil War
Spanish Civil War
World War I
World War II
2. Religion
The Europeans were
Christian. Is
Christianity the biggest
religious group in this
country?
Yes or No
3. Clothing
Europeans wore
Western-style clothing.
Many people of this
country wear Western
clothing? Yes or No
THE COUNTRY
____________________
During the 1800 or 1900s,
it was ruled by
a European country.
What was the
European country?
4. Jewelry
The Europeans loved
gold, silver, diamonds.
Do people mine gold,
silver or diamonds?
Yes or No
____________________
5. Furniture
Europeans loved hardwood furniture like
mahogany and teak.
Does this country
export timber?
Yes or No
European Money
England = Pound
France = Franc
Belgium = Franc
Denmark = Krone
Holland = Guilder
Germany = Mark
Russia = Ruble
Portugal = Escudo
Spain = Peseta
7. Food
Europeans loved
chocolate. Does this
country produce
cacao beans to make
chocolate?
Yes or No
page 54
European Languages
England = English
France = French
Belgium = French
Denmark = Danish
Holland = Dutch
Germany = German
Russia = Russian
Portugal = Portuguese
Spain = Spanish
1. Language
The Europeans
spoke
_______________.
Is this the official language of the country?
Yes or No
6. Drinks
The Europeans loved
to drink
_____________.
Is this a popular drink
in this country?
Yes or No
European Drinks
England = Hot tea
France = Wine
Belgium = Wine
Denmark = Beer
Holland = Beer
Germany = Beer
Russia = Hot tea, Vodka
Portugal = Wine
Spain = Wine
Lesson #29
Mapping
What can you do with a physical map of Africa?
1. Let's talk about LOCATION
What ocean lies to the west of Africa? (The Atlantic Ocean.)
What ocean lies to the east of Africa? (The Indian Ocean.)
Which body of water separates Africa from Europe? (The Mediterranean Sea.)
Which body of water separates Morocco from Spain? (The Strait of Gibraltar. Home of the Rock of
Gibraltar.)
Which body of water separates Africa from Asia? (The Red Sea.)
What famous line of latitude runs through Lake Victoria? (Equator.)
Does most of Africa lie above or below the Equator? (North of the Equator.)
2. Let's talk about PLACE
What kind of weather would you expect to find on the Equator? (Hot, tropical.)
Where is Africa's rainforest? (Central Africa.)
Where is Africa’s desert? (The Sahara Desert in North Africa. The Kalahari in southern Africa.)
Why is it always easy to find Lake Victoria? (It is the largest lake in Africa.)
What famous river begins at Lake Victoria? (The Nile. It is the longest river in the world.)
3. Let's talk about INTERACTION WITH THE ENVIRONMENT
Why is it hard to farm the desert? (Poor soil, lack of rainfall.)
Why is it hard to farm the rainforest? (Poor soil, too much rainfall.)
When it came to geography, Africa was not dealt a full deck. Why?
Hint: You cannot farm which land?
(Africa has 2 of the world's largest deserts and a one of the world's largest rainforests.)
African cities lie along the seacoast. Why? (Foreign trade.)
African cities lie along rivers. Why? (Drinking water, washing clothes, transportation, hydroelectric power.)
African cities may be in the interior. Where and why?
(Addis Ababa, Nairobi, Khartoum, Pretoria: High cities, in the mountains, where it is cool.)
In which African country would you wear woolen clothes in wintertime?
Hint: Which African country lies far from the Equator and close to the South Pole? (South Africa.)
4. Let's talk about MOVEMENT OF PEOPLE, GOODS, IDEAS
What is Africa's biggest physical barrier to movement? (The desert and rainforest are big and hot.)
Through which physical feature would you pass travelling by land from Algeria to Nigeria? (The Sahara
Desert.)
Through which countries would you pass travelling by land from Namibia to Zimbabwe? (Kalahari Desert.)
Through which physical feature would you pass travelling by land from Zaire to Lake Victoria? (The
Rainforest.)
5. Let's talk about REGIONS
What is a region? (An area of land that has common features.)
a. The same landform - desert
b. The same climate - extremely dry
c. The same way of life - nomadic.
d. The same history and culture.
Why do you suppose geographers like to study physical regions?
(It is easier to study 5 regions than 53 countries!
The 5 regions are: North Africa, West Africa, Central Africa, East Africa, Southern Africa.)
page 55
Game
Lesson #30
Africa has two regions . . . high and low!
The physical regions
Regions of
Africa
Break into pairs.
Examine each fact.
Using the chart, categorize each fact. When
you are finished, play
The Bell Game, “Name
that Region!”
More advanced: Read
facts from your textbook
or the encyclopedia.
The continent of Africa is a giant plateau.
The plateau is split in two by the Great Rift Valley.
A rift is a fault like California’s San Andreas fault.
Using a highlighter, trace these borders using the map on page 25.
Sudan’s western border ... Uganda’s northern border ...
The Democratic Republic of the Congo’s eastern and southern border.
LOW AFRICA
Above the line is Low Africa.
Elevation ................500 to 2,000 feet above sea level.
Regions ................. North Africa, West Africa, and Central Africa.
Landscape .............The Sahara Desert and 3 rivers (Niger, Nile, and Congo).
Countries ................Most of Africa.
HIGH AFRICA
Below the line is in High Africa.
Elevation ................3,000+ feet above sea level.
Regions ..................East Africa and Southern Africa lie in High Africa.
Landscape .............Famous mountains (Mt. Kilimanjaro, Ethiopian Highlands.
Famous lakes (Lake Victoria, Lake Tanganyika)
One river (Zambezi).
Africa’s No. 1 geographic feature:
The Great Rift Valley!
Countries ...............The Lake Countries, The Land of Zs.
Countries that border the Indian Ocean.
1. The Sahara Desert
2. The Niger River
3. The Nile River
4. The Congo River
5. The Zambezi River
6. Lake Victoria
7. Lake Tanganyika
8. Lake Nyasa
9. Mt. Kilimanjaro
10. The Highlands of Ethiopia
11. South Africa’s Drakensberg Mountains
12. The Great Rift Valley
13. The rainforests of the Democratic Republic of the Congo
14. Nigeria
15. Zimbabwe
16. Egypt
17. Kenya
18. Algeria
19. Somalia
20. Cairo
21. Pretoria
22. Khartoum
23. Addis Ababa
24. Accra
25. Nairobi
26. Kinshasa
27. Dar es Salaam
28. Timbuktu
Answers
1. Low
2. Low
3. Low
4. Low
5. High
6. High
7. High
8. High
9. High
10. High
11. High
12. High
13. Low
14. Low
15. High
16. Low
17. High
18. Low
19. High
20. Low
21. High
22. Low
23. High
24. Low
25. High
26. Low
27. High
28. Low
A game to learn how to categorize.
A game for those students who learn best by doing.
A game to assess learning.
The Bell Game: Name that Region!
The week before
Go to Office Depot or Office Max and buy 2 bells. You know:
You bop it to call for service.
Make 2 signs: LOW AFRICA & HIGH AFRICA
Ask the school custodian for a wide table and 2 chairs.
A panel of “experts”
In the front of the classroom, place the table and chairs.
In front of each, place a sign and bell.
Ask for volunteers to sit as a panel of experts.
"You are responsible only for responding to facts which relate to your category."
The Reader
Choose a student to read the facts.
Explain: "When the reader read a fact which deals with your particular category, ring your bell."
The Answer Man
Choose a student to play this role. We suggest a boy or girl who has been absent.
Give the student the answer sheet.
Explain: "When a student rings the bell, you must say in a strong voice: 'That is correct' or 'That is incorrect.'"
How to begin
Ask students to test their bells.
"Do not ring your bell until the full statement has been read."
“If you engage in frivolous bell-ringing, another student will take your place.”
The Reader reads the facts, one by one.
The Answer Man states whether the answer is correct or incorrect.
What if several students ring their bells?
All the better!
Ask the class whether or not the incorrect answer is possible, based upon the student's explanation.
Keep in mind that when you enter higher levels of thinking, certain answers are going to be "in the ballpark"
and, therefore, acceptable.
More advanced
Using the same topic, read from the encyclopedia.
Ask students to explain their answers.
That is, exactly why does this fact relate to your category?
page 57
Student Projects
Lesson #31
Making Mobiles
Can you visualize the habitats in your mind’s eye?
Why not personalize the habitats?
Come dressed as your favorite habitat!
Nobody blinks an eye when high school students
wear strange costumes for Homecoming Week.
If you want to remember a country for the rest of
your life, come to school dressed as one. No, don’t
wear those hokey traditional costumes. Invent one
that reflects the country’s physical features.
Habitats
Make 5 mobiles.
Using string, yarn or fishing line, hang the cards
from the ceiling.
Side #1:
The Habitat
Side #2:
Countries in that habitat
Desert (The Sahara)
Algeria . . .
Grasslands (Savanna) Nigeria . . .
“I am the habitat . . .”
There's something about a costume that spices up
the life of middle schoolers, whose favorite holiday
seems to be Halloween.
A week ahead of time
Announce a week ahead of time that everyone
must dress up on a certain day. Assign costumes
by having students pick out a slip of paper from a
hat. (See “What shall I wear?” below). If you don’t
have the makings for a costume, trade with another
student.
How to play
Choose 8 costumed students to stand in front of the
room.
Each must announce: "I am the habitat known as
________________."
Everyone else closes their eyes and puts one
thumb up.
(If you peek, you are “out.”)
The 8 go about the room, pressing down 8 thumbs.
The teacher asks the class to wake up.
Those who had their thumbs pressed down must
guess the habitat who did it.
Those who guess correctly, get to be in front of the
room.
The teacher chooses enough others to make 8 up
on the front of the room.
Very important
Each student introduces himself or herself as a particular habitat. You want your students to remember
this experience for a lifetime!
page 58
Rainforest
The Congo . . .
Desert (The Kalahari)
Botswana . . .
Grasslands (Veld)
South Africa . . .
Can you name the habitat . . .
without looking up?
“Don’t look up!”
Goal
When you hear a city or country, can you name its
habitat?
The week before
Copy this sheet: One for each student.
Study it for homework.
Buy fishing line.
Borrow a staple gun from the shop teacher.
Borrow a hole puncher and a ream of colored paper
from the school office.
Make a mobile and hang it from the ceiling.
The Game: “Don’t Look Up!”
Students are sitting at their desks.
The question:
“The name of the city is ________.
What is the habitat?” (And vice versa.)
The student must stand.
The student must answer . . .
Even if it means looking up at the mobile.
If a student can answer without looking up,
keep standing.
If not, sit down.
Pump up the speed.
The winner is the only one left standing.
Award a prize to the winner!
Lesson #32
Mapping
We love regions . . .
It's easier to remember 7 regions than 53 countries!
We love regions . . .
It's easier to remember 8 regions than 53 countries!
Re-regionalize Africa.
Re-regionalize Africa.
Geographers are always inventing regions.
Use the maps on page 25 or 29.
Color the map of Africa.
Create a legend to explain each color.
Read about the countries
Draw a flag for your new "country."
Write a new slogan for its license plates.
Teach the class: Explain what it's like there.
Explain its name, flag, and slogan.
Mediterranean Africa
This region looks and feels like Spain and Italy. All
the countries that border the Mediterranean Sea. . .
plus South Africa! The coast from Casablanca to
Alexandria . . . and the coast of South Africa!
The Sahara
Morocco, Algeria, Tunisia, Libya, Egypt, northern
Mali, Niger, Chad, Sudan.
The Grasslands
Senegal, southern Mali, southern Niger, northern
Nigeria, southern Chad, southern Sudan, Eritrea,
Somalia, Kenya.
The Highlands
The mountainous countries: Ethiopia, Kenya,
Tanzania, and Mozambique.
The Rainforest
The seacoast from Senegal to Angola.
The whole countries: Cameroon, Gabon, Congo,
Democatic Republic of the Congo.
The Great Lakes of Africa
These countries border Africa's lakes.
Uganda, Rwanda, Burundi, Tanzania, Malawi,
Zambia, Zimbabwe, Mozambique.
The Jungle
(Central Africa - home of the rainforest.)
Desertland
(North Africa - home of the Sahara Desert.)
The Horn of Africa
(East Africa - where Somalia sticks out like a horn.)
The Land of Zs
(The Southeast - where the names of rivers and
countries of lots of Zs.)
The Great Lakes of Africa
(From Lake Victoria to Lake Nyasa.)
The Motherland
All the coastal countries from Senegal to Nigeria,
where African-Americans have ancestors.
Victoria
All the countries that touch Lake Victoria.
The Land of Zs = All the countries that border the
Zambezi River.
Diamondland
South Africa, Botswana, Namibia, Angola.
The Kalahari
Africa's southern desert.
The countries of Botswana and Namibia.
page 59
Game
Lesson #33
Once upon a time, we asked students to separate National Geographic magazines into separate piles
and discovered that no one knew what places were in each region.
If we could, we’d ask parent volunteers to paint a map of Europe on the school playground.
Red Rover, Red Rover . . .
The goal
When the teacher calls out a region, only certain countries may cross over.
To win, you must know which countries lie in one region.
The day before
Request to use the cafeteria, gym, or playground.
Copy this page for each student.
Assign one city to each student: Make a sandwich board with the name of your place written on both sides.
Front and back!
Ask the class: What prize shall we award to the MVP?
Homework
Memorize this sheet! What places are in each region?
How to play
Everyone must stand in a line facing the teacher.
The teacher calls out, "Red Rover, Red Rover let the countries of _________ Africa cross over."
If your place is located in that region, then cross over to the other side. Behind the teacher.
If you cross over and your place is not in that region, you are temporarily “out.” Sit down and watch.
If you should have crossed over and didn’t, you are temporarily “out.” Sit down and watch.
Go through all the regions.
Switch sandwich boards and begin again!
Put the pressure on: Call out more quickly.
How to end
Play a round of “Celebrity Death Match.” (Horrible name, but it adds interest.)
Choose your 5 best players and run through it fast. The survivor is your MVP. Award the prize!
North Africa
West Africa
Central Africa
East Africa
Southern Africa
6 big countries
17 little countries
7 countries: 1 giant
11 countries: Diff sizes
13 countries: Diff sizes
Coastal Countries
Coastal Countries
Coastal Countries
Coastal Countries
Mauritania
Senegal
Gambia
Guinea-Bissau
Guinea
Sierra Leone
Liberia
Ivory Coast (Cote d’Ivoire)
Ghana
Togo
Benin
Nigeria
Cameroon
Equatorial Guinea
Gabon
Congo
Democratic Republic of
the Congo
Sudan
Eritrea
Djibouti
Somalia
Kenya
Tanzania
Coastal Countries
Morocco
Algeria
Libya
Egypt
Tunisia
Western Sahara
Landlocked
Countries
Landlocked
Countries
Landlocked
Countries
Mali
Burkina Faso
Niger
Chad
Central African Republic
Ethiopia
Uganda
Rwanda
Burundi
page 60
Islands
Sao Tome & Principe
Islands
Islands
Cape Verde Islands
Seychelles
Angola
Namibia
South Africa
Mozambique
Landlocked
Countries
Zambia
Zimbabwe
Botswana
Malawi
Lesotho
Swaziland
Islands
Madagascar
Mauritius
Comoros
Lesson #34
Mapping
Draw your mental map!
Your mental map . . .
Cover over the maps hanging on your classroom wall.
Break into groups of 3. Give each student a blank piece of paper.
Draw a map of Africa. Draw the map freehand.
Don't be embarrassed, most adults would have a hard time doing this. On your map please show:
1. The Equator
Draw a line showing the Equator.
2. Asia.
Show the location of Africa relative to Asia.
3. Physical Features
Label as many deserts, rivers, lakes, mountains as possible.
4. Human Features
Label as many countries and cities as possible.
5. Your List of Things African
Turn the map over.
Make a list of all the things that come to mind when you think of Africa.
Use descriptive words and adjectives.
The Atlas
Compare your sketch to the map in the atlas. How accurate was your map?
Class Discussion
Compare the maps . . .
1. The Equator
Which group came closest to the actual location of the Equator?
What was the most common misconception?
2. Asia
Which group came closest to the actual location of Africa relative to Asia?
What was the most common misconception?
3. Physical Features
Which deserts, rivers, lakes did students think of most?
Why do you suppose?
4. Human features
Which countries and cities did students think of most?
Why do you suppose?
5. The Lists
What were the most common things listed?
Why do you suppose?
When you have finished this workbook, try this map-and-list exercise again.
How has your mental map changed?
page 61
Game
Lesson #35
The goal: Learn which countries lie in this region.
How to play: Xerox 1 sheet for every student. Assign 1 country to each student.
Make sure each student keeps the country a secret.
As a student reads the facts to the class, he/she receives one point for each clue that stumps the class.
How to end: Award a prize to the student with the highest score.
Where am I?
Your secret country is ________________________________.
Keep this a secret.
Fold the paper down so the name of the state does not show.
Read about this place in the encyclopedia and fill in as many of the blanks as you can.
In class, you will read the facts. The class will try to guess where you are.
My country is located on the continent of _____________________.
The _______________ Mountains run through my country.
The ________________ River runs through my country.
My country is known for growing crops like ______________________________.
My country is known for manufacturing products such as __________________________.
A famous place in my country is _______________________________.
A famous person from my country is _______________________________.
My country is (circle one) large, medium, small in size.
The capital of my country is ____________________________.
WHERE AM I?
Score: ______
page 62
Lesson #36
Student Projects
Deserts are nice. But Africa has too much desert!
Students Teach the Class!
Goal: Test a hypothesis. “Africa has more deserts and rainforests than any other continent. “
Seeing: Using a world atlas, look for a world map that shows deserts and rainforests.
How does the size of Africa's deserts compare to other continents?
How does the size of Africa's rainforest compare to other continents?
Test your theory: In the almanac, look under Deserts.
Where are the world’s largest deserts?
Goal: Write a poem that explains . . .
"When it came to geography, Africa was not dealt a full deck."
Seeing: Write a poem that explains . . .
Africa has the world's largest desert, the world's 5th largest desert, and the world's 2nd largest
rainforest. None of this land is suitable for farming.
Teach the class: Explain your poem to the class.
Goal: Create a cartoon that explains . . .
"When it came to geography, Africa was not dealt a full deck."
Seeing: Draw a cartoon that explains . . .
Africa has the world's largest desert, the world's 5th largest desert, and the world's 2nd largest
rainforest. None of this land is suitable for farming.
Teach the class: Explain your cartoon to the class.
Goal: Make a salt map of the rainforest and grasslands regions of West and Central Africa.
Seeing: Using an overhead projector, make the map of Africa much bigger.
Label only four countries: Ivory Coast, Benin, Cameroon, and Gabon.
Using the encyclopedia (A for Africa), find the map of climate regions.
Shade the Tropical Wet region = This is rainforest.
Shade the Tropical Wet & Dry region = This is savanna grasslands.
Teach the class: Discuss each of the 4 countries.
Which country is entirely in the rainforest?
Which countries have both - a rainforest and a savanna grasslands?
Which countries would hold elaborate ceremonies hoping for rain?
Goal: Create a map of Africa's climate.
Seeing: Using the encyclopedia (A for Africa), find the climate map.
On your xeroxed map, draw a line showing the Equator.
Make a legend to show what the colors mean.
Color the following climate regions:
1) Always rainy and hot. (Rainforest.)
2) Always hot. Part of the year is rainy and part is dry. (Savanna.)
3) Hot in the day, cold at night. A little rainfall each year. (Sahel)
4) Always dry and hot. (The deserts.)
5) Summers are hot and dry; winters are relatively cool and rainy. (Subtropical)
6) Always relatively cool and rainy. (The Highlands)
Teach the class: Using a blank map and colored magic markers, color the climate regions.
Africa's climate region are like a mirror. How so?
What does latitude and elevation have to do with a region's climate?
Why do you think most cities are located on the seacoast?
If you lived in Africa, which climate region would you live in?
page 63
Game
Lesson #37
Can you think of a country from A to Z?
The ABCs of African Countries
Step #1: Go around the room alphabetically - without this worksheet! “A is for Algeria . . .”
Step #2: As the class chants, one student must find each country on a wall map of Africa. This is tough!
Algeria and Angola
Benin, Botswana, Burkina Faso, Burundi
Cameroon, Cape Verde, Central African Republic, Chad, Comoros, Congo, Dem .Rep. of the Congo
Djibouti
Egypt, Equatorial Guinea, Eritrea, Ethiopia
F
Gabon, Ghana, Guinea, Guinea Bissau, and The Gambia !
H
Ivory Coast
J
Kenya
Lesotho, Liberia, and Libya
Madagascar, Malawi, Mali, Mauritania, Mauritius, Morocco and Mozambique !
Niger and Nigeria
O
P
Q
Rwanda
Sao Tome & Principe, Senegal, Seychelles, Sierra Leone, Somalia, South Africa, Sudan, and Swaziland !
Tanzania, Togo, and Tunisia
Uganda
V
W
X
Y
Zaire, Zambia, and Zimbabwe !
Lesson #38
Game
Can you think of a city from A to Z?
The ABCs of African Cities
These are capital cities and MAJOR cities.
Step #1: Go around the room alphabetically - without this worksheet! “A is for Algiers . . .”
Step #2: As the class chants, one student must find each city on a wall map of Africa. This is tough!
Abidjan, Abuja, Accra, Addis Ababa, Alexandria, Algiers, and Antananarivo
Bamako, Bangui, Banjul, Bissau, Brazzaville, and Bujumbura
Cabinda, Cairo, Cape Town, Casablanca, and Conakry
Dakar, Djibouti, Durban, Dar es Salaam and Dodoma
El Aaiun
Freetown
Gaborone
Harare
Ibadan
Johannesburg
Kampala, Khartoum, Kigali, and Kinshasa
Lagos, Libreville, Lilongwe, Lome, Luanda, and Lusaka
Maputo, Marrakech, Maseru, Mbabane, Mogadishu, Mombasa, and Monrovia
Nairobi, Niamey, Nouakchott, and N’Djamena
Oran and Ougadougou
Pretoria, Port Elizabeth, Port-Louis, and Porto Novo
Q
Rabat
Sao Tome
Tunis and Tripoli
U
V
Walvis Bay and Windhoeke
X
Yaounde
Z
page 65
Game
Lesson #39
Can you think of a physical feature from A to Z?
The ABCs of the African Landscape
These are landforms (mountains, deserts, islands) and waterways (rivers, oceans, gulfs, channels).
Step #1: Using an atlas, name the country where the physical feature is located.
Step #2: Go around the room alphabetically without this worksheet! “A is for the Atlas Mountains . . .”
Step #3: As the class chants, one student must find each place on a wall map of Africa. This is tough!
Atlas Mountains, Atlantic Ocean
Blue Nile
Congo River, Cape of Good Hope, Cape Verde
Drakensberg Mountains
Ethiopian Highlands
Fault
Great Rift Valley, the “Great Lakes” region
Horn of Africa, High Africa, habitat, hydroelectric power
Indian Ocean. Islands: Canary, Cape Verde, Comoro, Mauritius, Madagascar, Zanzibar
J
Kalahari Desert, Katanga Plateau
Low Africa, Lake Victoria, Lake Tanganyika, landlocked
Mt. Kilimanjaro, Mt. Kenya, Madagascar (island), Mediterranean Sea, Madagascar
Nile River, Niger River, Nubian Desert, Namib Desert
Orange River
P
Q
Red Sea
Sahara Desert, Sahel, Strait of Gibraltar, Suez Canal, sub-Saharan Africa
T
U
Victoria Falls
White Nile, Walvis Bay
X
Y
Zambezi River, Zanzibar
Lesson #40
Game
Once upon a time, my students took the annual end-of-the year state test.
"How did you do?" I asked the class.
"Not so hot," said Preston. "They don't write the questions the way you do, Mrs. Brown."
From that day forward, I knew the kids had to learn the logic of a multiple-choice test.
Can you speak African?
The goal: To learn terms and understand the logic of a multiple-choice test.
The day before: Go to the school library. Break into teams of five. Use the dictionaries and encyclopedia.
Student A writes the correct definition straight from the dictionary.
Student B dreams up the exact opposite of the real definition.
Student C dreams up a plausible wrong answer.
Student D dreams up a really plausible wrong answer.
Student E invents a truly stupid answer. (Hey, this is what makes the kids pay attention.)
Each team does this for all the terms checked below.
How to play: Back in class, place one table with 5 chairs and 5 stand-up cards that read A B C D or E.
Each student stands up and reads his/her “definition” with a straight face.
The class guesses: Write A B C D or E on a slip of paper, sign your name, pass it to “the counter” who was
absent yesterday.
The teacher then asks: "Will the person with the real definition please stand up."
The winner: The student with the most correct answers. His or her team goes next.
Define these terms!
Feel free to add terms
from your textbook
AIDS
Aswan High Dam
Atlantic Ocean
Atlas Mountains
Bantu
basin
bazaar
Conference of Berlin
“Dark Continent”
drought
Equatorial Africa
habitat
Islam
market day
Muslim
oasis
petroleum
plateau
Swahili
Tropic of Cancer
Tropic of Capricorn
a. Eritrea
is the newest country in
Africa.
(Correct.)
b. Eritrea
is the oldest country in
Africa.
(The opposite.)
c. Eritrea
is a port city.
(Sounds plausible.)
d. Eritrea
is a landlocked country.
(Sounds plausible.)
e. Eritrea
is the prettiest woman in
Ethiopia.
(Bogus.)
page 67
3. The Economy
page 69
Game
Lesson #41
How to analyze a country’s economy
Is Africa
rich?
Working in pairs, examine
each fact and decide
whether it is a strength,
weakness, opportunity, or
threat. Then play The Bell
Game, “Name that
Strength!” More advanced:
Read facts from your textbook or the encyclopedia.
1. Strength
An industry that is already booming.
2. Weakness
This causes trouble for businesses.
3. Opportunity
If you take advantage of this, businesses will boom.
Example: A good transportation system.
4. Threat
If this gets worse, businesses will shut down.
Examples: Foreign competition, high taxes, crime, revolution.
1. Africa is a treasure chest. Many of its countries in have valuable minerals under
ground.
2. Five countries (South Africa, Libya, Nigeria, Algeria, Zambia) produce most of
Africa’s minerals.
3. Africa's geography (two deserts, a giant rainforest with poor soil, and grasslands that
are becoming deserts) makes farming very difficult.
4. Nigeria is the greatest oil-producing country in Africa.
5. Africa's rushing rivers make hydroelectric power possible.
6. Power plants along Africa's rivers could be used to power future industries.
7. South Africa is the world's No. 1 producer of gold.
8. Businesses like to invest in countries that are politically stable. In recent times, several countries (Liberia, Somalia, Angola, Rwanda) have had civil wars.
9. The Democatic Republic of the Congo and Zambia produce 75% of the world's
cobalt. Cobalt is a rare mineral used to treat cancer.
10. The tsetse fly lives along the banks of Africa’s lakes and rivers. It transmits sleeping
sickness which kills humans and livestock.
11. Africa has 25% of the world's forests.
12. There is a strong lumber industry in West Africa and Central Africa.
13. Without careful management of the rainforests, they will be destroyed.
14. Telephone service is available only in cities and large towns.
15. Many African countries export fish to Europe.
16. The average farmer in Africa is a subsistence farmer. There is no surplus food to
sell on the market.
17. There are giant commercial plantations, such as cocoa plantations in the Ivory
Coast and tea plantations in Kenya.
18. Like Texas, South Africa has huge cattle ranches.
19. Kenya has game preserves: tourists visit Kenya to see lions, giraffes, and zebras
in the wild. Tourism is a big deal in Kenya.
20. Growing cash crops (rubber, sugar, tea) is profitable, but risky. The price goes up
and down on the world market. You can never predict whether your profits will go
boom or bust.
21. The Ivory Coast is the world's No. 1 producer of cocoa beans. Cocoa beans are the
main ingredient in chocolate!
22. Farming in the tropical rainforest is risky. Heavy rains in West Africa and Central
Africa wash away the fertile topsoil.
23. Not long ago, Namibia discovered diamonds in the sand along its beaches. Today,
armed guards patrol the beaches along the Atlantic Ocean.
24. South Africa is the world's No. l producer of diamonds.
25. Only 10% of Africa's roads are paved.
26. African countries rarely trade with one another. Africa trades with Europe, Japan,
and the United States.
page 70
The Answers
1. Opportunity
2. Strength
3. Weakness
4. Strength
5. Strength
6. Opportunity
7. Strength
8. Threat
9. Strength
10. Threat
11. Opportunity
12. Strength
13. Threat
14. Weakness
15. Strength
16. Weakness
17. Strength
18. Strength
19. Strength
20. Weakness
21. Strength
22. Weakness
23. Opportunity
24. Strength
25. Weakness.
26. Weakness
A game to learn how to categorize.
A game for those students who learn best by doing.
A game to assess learning.
The Bell Game: Name that Strength!
The week before
Go to Office Depot or Office Max and buy 4 bells. You know:
You bop it to call for service.
Make 4 signs: STRENGTH, WEAKNESS, OPPORTUNITY, THREAT
Ask the school custodian for a wide table and 4 chairs.
A panel of “experts”
In the front of the classroom, place the table and chairs.
In front of each, place a sign and bell.
Ask for volunteers to sit as a panel of experts.
"You are responsible only for responding to facts which relate to your category."
The Reader
Choose a student to read the facts.
Explain: "When the reader read a fact which deals with your particular category, ring your bell."
The Answer Man
Choose a student to play this role. We suggest a boy or girl who has been absent.
Give the student the answer sheet.
Explain: "When a student rings the bell, you must say in a strong voice: 'That is correct' or 'That is incorrect.'"
How to begin
Ask students to test their bells.
"Do not ring your bell until the full statement has been read."
“If you engage in frivolous bell-ringing, another student will take your place.”
The Reader reads the facts, one by one.
The Answer Man states whether the answer is correct or incorrect.
What if several students ring their bells?
All the better!
Ask the class whether or not the incorrect answer is possible, based upon the student's explanation.
Keep in mind that when you enter higher levels of thinking, certain answers are going to be "in the ballpark"
and, therefore, acceptable.
More advanced
Using the same topic, read from the encyclopedia.
Ask students to explain their answers.
That is, exactly why does this fact relate to your category?
page 71
Chart
Lesson #42
The wealthiest countries in Africa
Rank
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
Country
GDP per capita
(US Dollars)
Mauritius
South Africa
Botswana
Seychelles
Namibia
Tunisia
Libya
Algeria
Gabon
Swaziland
Morocco
Egypt
Lesotho
Equatorial Guinea
Ghana
Zimbabwe
Cameroon
Mauritania
Central African Repub
11,400
10,700
8,800
7,800
7,100
6,900
6,400
5,900
5,500
4,900
4,000
3,900
3,000
2,700
2,200
1,900
1,800
1,800
1,200
Source: The World Almanac and Book of Facts, 2005
page 72
Lesson #43
Chart
Africa is mineral-rich
Circle all of the countries in Africa!
MINERAL*
No. 1
No. 2
No. 3
No. 4
No. 5
Bauxite
Australia
Guinea
Jamaica
Brazil
Russia
Cobalt
Canada
Finland
Russia
Congo**
Zambia
Coal
China
U.S.
Russia
Germany
Poland
Chromium
South Africa
Kazakstan
Turkey
India
Zimbabwe
Diamonds
Australia
Botswana
Russia
Congo**
South Africa
Gold
South Africa
U.S.
Australia
China
Canada
Iron Ore
Russia
Brazil
Australia
China
U.S.
Manganese
Russia
Brazil
South Africa
Gabon
India
Natural Gas
Russia
U.S.
Canada
United Kingdom Algeria
Oil
Saudi Arabia
U.S.
Russia
Iran
Mexico
Platinum
South Africa
Russia
Canada
Australia
Zimbabwe
Tungsten
China
Russia
Canada
U.S.
Portugal
*This chart is based upon production of minerals.
** The Democratic Republic of the Congo.
QUESTIONS - Which African country has this valuable mineral?
Answers
1. Bauxite is used to make aluminum for cans, airplanes, and ships.
2. Cobalt is used in chemotherapy for cancer patients.
3. Chromium is used for car bumpers and armor plate for ships and tanks.
1. Guinea
2. Congo, Zambia
3. South Africa,
Zimbabwe
4. Congo, Botswana,
South Africa
5. South Africa
6. South Africa, Gabon
7. South Africa,
Zimbabwe
8. South Africa
4. "Diamonds are a girl's best friend."
5. In 1965, gold cost $35 an ounce. Today it costs $350 an ounce.
6. Manganese is what makes steel tough.
7. Platinum, which is used by the oil industry, is more valuable than gold.
8. If minerals bring wealth, which African country
has the highest standard of living?
page 73
Lesson #44
Game
Goal: Categorize businesses into type of industry.
Which type makes a country rich?
African
Industries
Working in pairs, examine each fact and decide
what type of industry it
is - primary, secondary,
or tertiary. Then play
The Bell Game, “Name
that Industry!”
More advanced: Read
facts from your textbook
or the encyclopedia.
No matter what the country,
there are three types of industries.
1. Primary industries ....................................................FARM
Businesses that get raw materials out of the ground and sea.
Examples: farming, mining, ranching, fishing, timbering.
2. Secondary industries ...............................................FACTORY
Manufacturing = Any factory or plant that produces a product.
Transportation = A shipping, rail, air or truck business that transports products.
3. Tertiary industries ....................................................CUSTOMER SERVICE
Businesses that provide services: stores, hotels, restaurants, banks, insurance,
tourism, computer technicians.
1. The average farmer in Egypt grows cotton.
2. Egypt has textile mills to make cotton cloth.
3. In Cairo, many businesses (hotels, restaurants, shops, museums) cater to
tourists who visit the pyramids and ancient art treasures.
4. I would like to go shopping in one of Cairo’s bazaars. A bazaar is an open-air
market where sellers have stalls instead of shops.
5. Nigeria is the No. 1 oil-producing country in Africa.
6. The Nigerian government uses oil profits to build factories. Most African countries are not industrialized. Nigeria is industrialized.
7. I would like to watch a soccer game at the biggest stadium in Nigeria.
8. The Democratic Republic of the Congo is full of copper and diamond mines. The
diamonds are for industry, not for engagement rings!
9. Railroads transport the copper to ships. Diamonds are flown to Europe.
10. The average person in the Democratic Republic of the Congo travels by boat.
Small businesses own boats that float up and down the Congo River.
11. I would like to dine in an outdoor cafe in Kinshasa.
12. In the Democratic Republic of the Congo, people make a living by harvesting
the hardwood trees.
13. The hardwood lumber is exported to Europe and the U.S., where it is turned
into expensive mahogany furniture.
14. The average farmer in Kenya grows corn.
15. Wealthy farmers own coffee and tea plantations.
16. From the port of Mombasa, the coffee and tea is shipped to Europe.
17. I would like to go on a safari to one of Kenya’s game preserves. A tour bus and
guide could show me lions in the wild.
18. Diamond mining is big in South Africa. It has the world’s No. 1 deposits of diamonds.
19. Diamonds are flown from South Africa to Europe.
20. In Europe, the diamonds are turned into engagement rings.
21. If you were a diamond miner in South Africa, you would probably make only
$10 a day.
22. Gold mining is big in South Africa. It has the world’s No. 1 deposits of gold.
23. The average farmer in South Africa raises sheep.
24. Wealthy farmers have cattle ranches.
25. South Africa is the most industrialized country in Africa. It has factories that
produce everything, including cars.
The Answers
1.
2.
3.
4.
5.
6.
7.
8.
9.
Primary (farm)
Secondary (factory)
Tertiary (service)
Tertiary
Primary
Secondary
Tertiary
Secondary
Secondary
(transport of goods)
10. Tertiary
(transport of people)
11. Tertiary
12. Primary
13. Secondary
14. Primary
15. Primary
16. Secondary
17. Tertiary
18. Primary
19. Secondary
20. Secondary
21. Primary
22. Primary
23. Primary
24. Primary
25. Secondary
A game to learn how to categorize.
A game for those students who learn best by doing.
A game to assess learning.
The Bell Game: Name that Industry!
The week before
Go to Office Depot or Office Max and buy 3 bells. You know:
You bop it to call for service.
Make 3 signs: PRIMARY, SECONDARY, TERTIARY
Ask the school custodian for a wide table and 3 chairs.
A panel of “experts”
In the front of the classroom, place the table and chairs.
In front of each, place a sign and bell.
Ask for volunteers to sit as a panel of experts.
"You are responsible only for responding to facts which relate to your category."
The Reader
Choose a student to read the facts.
Explain: "When the reader read a fact which deals with your particular category, ring your bell."
The Answer Man
Choose a student to play this role. We suggest a boy or girl who has been absent.
Give the student the answer sheet.
Explain: "When a student rings the bell, you must say in a strong voice: 'That is correct' or 'That is incorrect.'"
How to begin
Ask students to test their bells.
"Do not ring your bell until the full statement has been read."
“If you engage in frivolous bell-ringing, another student will take your place.”
The Reader reads the facts, one by one.
The Answer Man states whether the answer is correct or incorrect.
What if several students ring their bells?
All the better!
Ask the class whether or not the incorrect answer is possible, based upon the student's explanation.
Keep in mind that when you enter higher levels of thinking, certain answers are going to be "in the ballpark"
and, therefore, acceptable.
More advanced
Using the same topic, read from the encyclopedia.
Ask students to explain their answers.
That is, exactly why does this fact relate to your category?
page 75
Lecture
Lesson #45
Levels of economic development
What is the difference between a developing country and a developed country?
Developed or Developing?
A developed country
Has a relatively high level of
a. industrial capability
b. technological sophistication
c. economic productivity
The United States, Japan, and Western Europe
A developing country
Has a relatively low level of
a. industrial capability
b. technological sophistication
c. economic productivity
Saudi Arabia, Mexico, China, the Congo
(and most countries of the world)
GNP
Gross National Product
The total market value of all the goods and services produced by a country.
It is the old way to measure a country’s economic wealth.
GNP adds up all the goods and services produced. But not exports.
In 1991, the U.S. government abandoned using GNP.
Per capita income
GNP divided by the population.
GDP
Gross Domestic Product
The total market value of all the goods and services produced, including exports.
It is the new way to measure a country’s economic wealth.
To find a country’s GDP, you add up $ that is spent on four things . . .
1. Individual spending
2. Business spending
3. Government spending
4. Exports!
In 1991, the U.S. government adopted GDP.
Why the change?
If you import more than you export, your GDP falls!
This is very bad: It is what is happening in Saudi Arabia.
Per capita GDP
GDP divided by the population.
page 76
Lesson #46
Chart
Compare & Contrast
Dem Rep of the
EGYPT
NIGERIA
CONGO
KENYA
SOUTH AFRICA
North Africa
West Africa
Central Africa
East Africa
Southern Africa
Population
76 million
137 million
58 million
32 million
43 million
Population under 15
34%
44%
48%
41%
32%
Population density
198
390
67
146
91
42%
47%
54%
40
57%
Arabic
English
French
Swahili + English
Afrikaans, English
Religion
Muslim
50% Muslim
70% Christian Christian
40% Christian 10% Muslim
Christian
Industries (No.1)
textiles
oil
mining
tourism
mining
Crops
cotton
cocoa
coffee
coffee
corn
3.7 billion
24 billion
187 million
none
29 million
Arable Land
2%
33%
3%
7%
10%
Jobs
Farms (primary)
Factories (secondary)
Service (tertiary)
32%
17%
51%
70%
10%
20%
65%
16%
19%
75-80%
30%
25%
45%
Per capita GDP
$3,900
$800
$600
$1,000
$10,700
Exports
$8.8 billion
$22 billion
$1.4 billion
$2.5 billion
$37 billion
Cars
1 car for
45 people
1 car for
2624 people
1 car for
338 people
1 car for
125 people
1 car for
11 people
Televisions
1 tv for every
6 people
1 tv for every
15 people
1 tv for every
500 people
1 tv for every
45 people
1 tv for every
7 people
Life Expectancy
68
73
50
51
47
51
45
45
44
44
Infant Mortality
34
71
95
63
62
68%
84%
85%
86%
(# of people per sq mile)
Urban
Language
Oil
(official)
(No.1)
(barrels)
Men
Women
(inclu govt)
(For every 1,000 babies born, how many die?)
Literacy
58%
Source: The World Almanac & Books of Facts, 2005
(gold, diamonds)
Group analysis
Lesson #47
Pick a country.
What is its level of development?
Working in pairs, use the facts from the previous page.
Circle what applies, then add up the circles.
Decide whether the country is developed, developing, or underdeveloped.
Developed
(super-rich)
Almost Developed
(getting rich)
Developing
Underdeveloped
(no longer poor)(really poor)
l. Population
Under 15 years old
under 20%
20-29%
30-40%
over 40%
2. Urban
Live in cities
over 70%
50-70%
40-50%
under 40%
3. Oil (in barrels)
over 25 billion 1-24 billion
100 million 1 billion
NO OIL
4. Jobs
% of Farmers
under 5%
6-20%
20-30%
over 30%
5. Per Capita Income
over $14,000
$2,000 to
10,000
$200 to
2,000
under $200
6. Cars
most people
own a car
some people
own a car
few people
own a car
almost no one
owns a car
7. Televisions
most people
own a TV
some people
own a TV
few people
own a TV
almost no one
owns a TV
8. Life Expectancy
over 70
65-70
55-65
below 55
9. Infant Mortality
Out of every
1,000 babies born,
how many die at birth?
less than 10
11 - 50
50 - 100
over 100
10. Literacy Rate
over 90%
How many people can read and write?
80-89%
70-79%
under 70%
TOTAL # OF CIRCLES:
________
________
________
Almost Developed
Developing
Underdeveloped
________
YOUR CONCLUSION (Circle one):
This country is ...........................Developed
page 78
Lesson #48
Lecture
What is the secret to economic development?
Urbanization, Industrialization and International trade!
Industrialization
Industrialization: To build factories, then use raw materials to produce finished goods.
You must manufacture
If you sell raw materials, you'll stay poor.
If you build factories, you’ll become rich.
Manufacture high-tech products for export!
You must have
a. highly-trained workers
b. using computerized machines
c. creating high-quality products
d. creating low-cost products
e. that the world wants to buy.
In developing countries, the electronics industry is a favorite.
Developing countries manufacture and export televisions, cordless phones - everything that’s sold at Circuit City.
U.S.
Saudi Arabia
Mexico
China
Congo
From Raw Materials
coal
copper
lead
molybdenum
phosphates
uranium
bauxite
gold
iron
mercury
nickel
potash
silver
tungsten
zinc
oil
gas
gold
copper
iron
silver
lead
zinc
gold
oil
gas
copper
tungsten
antimony
coal
oil
mercury
iron
lead
manganese
molybdenum
tin
cobalt
copper
cadmium
oil
diamonds
gold
silver
tin
germanium
zinc
iron
manganese
uranium
radium
To Finished Goods
steel
machinery
cars
chemicals
textiles
appliances
electronics
oil products
steel
food processing
chemicals
appliances
televisions
textiles
iron + steel
textiles
machinery
weapons
cement
textiles
mining
consumer products
food processing
Class Discussion
As you can see, the Congo has gobs of natural resources, but little industry.
Today, they sell these raw materials to Belgium - which has a per capita income of $23,250.
Soon, the Congo must create its own industries and use its own raw materials in those industries.
page 79
Graphic organizer
Lesson #49
You’ve read the facts, now evaluate the economy:
Using this chart, you can determine whether the country has the ingredients for industrialization.
The ingredients for industrialization
Using a magic marker, highlight what is true.
Type of Economy
___ A market economy
___ A command economy
___ A mixed economy
The market decides production and prices.
The U.S. is a market economy.
No government interference in industrialization.
(Excellent)
The government decides production and prices.
Government interference in industrialization.
(Bad)
The government runs one or more major industries.
Investors own all the other industries.
(mixed)
1. Workforce urbanization
5.
Capital from outside
the country
Over 70% (excellent)
60-70% (good)
Below (bad)
Literacy rate:
Over 90% (excellent)
80-90% (good)
Under 80% (bad)
Are foreign investors
willing to invest in
this country?
4.
2. Workforce education
Capital from inside
the country
Country
______
Are local investors
willing to invest in
their own country?
3. Workforce skill level
___Can use computers.
___ Cannot.
___ No access to
computers
The Inputs
6.
Natural
Resources
- steel
___ Has ingredients to
make steel
___ Has access to them
4. Workforce creative level
5.
Natural
Resources
- oil
___ Has oil (excellent)
___ Has access to oil.
(good)
page 80
___ Can create goods
using computers.
___ Cannot.
Lesson #50
Graphic organizer
Evaluate the economy:
Using this chart, you can evaluate what a country sells.
What does this country export?
Using a magic marker, highlight what is true.
The ideal: The country manufactures goods for export.
Trade is good, but some types of trade are better.
1. Primary goods: The country sells food, fish, timber, oil. They will remain developing.
2. Secondary goods: The country sells manufactured goods. This is the way to become developed!
1.
High technology
8. Food
A whole textile mill,
steel mill, or factory.
(The Most Excellent)
(Fair)
Not as profitable as
manufactured goods.
It will not run out.
7. Minerals &
Timber
(Fair)
Not as profitable as
manufactured goods.
They will run out.
1. Manufactured
goods computers
This is what the U.S.
company Dell does.
(Excellent)
Country
______
8. Oil
2. Manufactured
goods machinery
Industrial oven, printing
press, industrial mills
(Excellent)
3. Manufactured
goods big appliances
(Fair)
Not as profitable as
manufactured goods.
They will run out.
3. Manufactured
goods consumer goods
Refrigerators, stoves
(Excellent)
(Very good)
All the stuff in Circuit
City and Wal-mart.
page 81
Chart
Lesson #51
If per capita income is high, the country’s people should have a high standard of living.
Per capita income
Standard of Living
A level of material comfort as measured by the goods, services and luxuries
available to an individual, group, or nation.
How do you measure the standard of living of a certain country?
You simply look at its per capita income.
Per capita income
High Income
Middle Income
Low Income
Country
The world average is $5,000
$26,000
$ 5,000
$
400
Per capita income
in U.S. dollars
United States
Canada
37,610
23,930
Europe
Luxembourg
Norway
Switzerland
Denmark
United Kingdom
Germany
Russia
43,940
43,350
39,880
33,750
28,350
25,250
2,610
The Middle East
Kuwait
Israel
Bahrain
Saudi Arabia
Oman
Iran
16,340
16,020
11,260
8,530
7,830
2,000
East Asia
Japan
Hong Kong (China)
South Korea
China
34,510
25,430
12,020
1,100
page 82
on the rise
on the rise
on the rise
Southeast Asia
Singapore
Malaysia
Thailand
Philippines
Indonesia
Vietnam
Cambodia
21,230
3,780
2,190
1,080
810
480
310
Latin America
Mexico
Uruguay
Chile
Costa Rica
Venezuela
Argentina
Panama
Brazil
Jamaica
Dominican Republic
El Salvador
Peru
Colombia
Guatemala
Ecuador
Honduras
Bolivia
Haiti
6,230
3,790
4,390
4,280
3,490
3,650
4,250
2,710
2,760
2,070
2,200
2,150
1,810
1,910
1,790
970
890
380
on the rise
on the decline
Africa
Gabon
Botswana
South Africa
Tunisia
Algeria
Egypt
Morocco
Kenya
Nigeria
Ghana
Congo*
Ethiopia
3,580
3,430
2,780
2,240
1,890
1,390
1,320
390
320
320
100
90
on the rise
on the rise
on the decline
on the decline
*Democratic Republic of the Congo (formerly Zaire)
Source: The World Bank, 2004
www.worldbank.org/data/databytopic/GNIPC.pdf
page 83
Graphic organizer
Lesson #52
Evaluate the economy:
Using this chart, you can determine the country’s standard of living.
What is this country’s standard of living?
Using a magic marker, highlight what is true.
Standard of Living
A level of material comfort as measured by the goods, services and luxuries
available to an individual, group, or nation.
How do you tell the standard of living of a certain country?
Per capita income is the clearest indicator.
You can also look at other social indicators.
1. Per capita
income
8. Cars
Over $5,000 (high)
$5,000 (medium)
Under $5,000 (low)
1 for every 2 people
(excellent)
1 for every 15 people
(good)
1 for every 2,000
people (bad)
Over 90% (excellent)
80-89% (good)
70-79% (fair)
Below 70% (bad)
7. Telephones
1 for every 1 person
(excellent)
1 for every 5 people
(good)
1 for every 100 people
(bad)
Country
______
6. Televisions
1 for every 1 person
(excellent)
1 for every 5 people
(good)
1 for every 100 people
(bad)
page 84
2. Literacy rate
3. Life
expectancy
70s+ (excellent)
60s (good)
50s (bad)
40s (horrible)
4. Infant
mortality rate
5. Doctors
1 doctor for 365
people (excellent)
1 doctor for 600
people (good)
1 doctor for 1,000
people (bad)
Under 10 (excellent)
10-20 (good)
20-30 (fair)
40-50 (bad)
Over 50 (horrible)
Lesson #53
Debate
We conducted 50 dreadful debates until we came up with . . .
The Great Debate!
"Resolved, the economic future of ____________ is bright.”
Half the class argues the positive. Half the class argues the negative.
Example: "Yes, the economic future of _____________ is bright.”
“No, the economic future of _____________ is not bright.”
The month before
Ask Kiwanis or Rotarians to donate a gavel to your class. This is an old-fashioned debate, so go heavy on
the ritual.
Choose panel of 5 judges to sit in front of the class.
Introverts make great judges. Announce: “Your job is to listen to the evidence. At the end, you will deliberate
and decide: Which team won? Who is the MVP?” Ask the judges to choose a Chief Justice. Hand the gavel
over to the Chief Justice. Make a formal announcement: “As Chief Justice, you are in charge of keeping
order in the courtroom.”
Explain the grading system
The teacher gives a grade for every comment.
A - excellent fact or analysis of facts.
B - very good fact or analysis.
C - repeating another student, with elaboration.
D - a half-baked thought that has a tiny kernel of merit.
E - fuzzy thinking. The student has missed the point.
F - interrupting another student.
Explain how to get the floor: Simply say "WELL . . . "
Once you have uttered that magic word, the floor is yours. Anyone who interrupts you will get a string of
Fs. In Social Studies, we teach good citizenship. Civility is crucial.
How to start
Heavy on the ritual! Flip a coin: “Team A, call it.” If it’s heads and they called heads, say: “Team A, what is
your pleasure? Would you like to go first or have the opposition go first?” If it’s tails, say: “Team B, what is
your pleasure?” From then on, the teams alternate their comments: A student from Team A speaks, then a
student from Team B speaks.
The teacher’s role
Recede to the back of the classroom. Do not look up. Be busy filling out names on your gradesheet.
Student names down the left side. Leave room to put 20 grades beside each student's name. Remember:
You give a grade each time a student makes a comment.
A debate is like an airplane taking off.
First it has to crawl down the runway! Do not worry if the debate starts off slowly. Ignore the silence: Be
busy writing on your gradesheet. Once the kids see you have no intention of intervening, they’ll play along.
Some kids were born to debate. Let them model for the rest.
How to end
Ten minutes before the end of class, the judges leave the room to deliberate. Remind them: Which team
won? Who is the MVP? While they are out, pass around the gradesheet. When a student looks at his/her
line of grades, he/she will know how to improve next time. Examples: “My name has no grades beside it.
I’d better say something next time!” "I repeat what others say. I’d better say something original next time."
"Half-baked! Next time I’ll do the reading." "A string of Fs. I’d better stop interrupting others!" As kids leave
class, post the gradesheet on the bulletin board outside your classroom. In red, label the MVP.
Game
Lesson #54
Can you think of one term from A to Z?
The ABCs of the Economy
Step
Step
Step
Step
Step
#1:
#2:
#3:
#4:
#5:
Recall
Define
Rap
Individuals
Teams
Without this sheet, go around the room. Can you remember one term, from A to Z?
Go to the library and define each term.
Using these terms, write a “Rap.” Perform it for the class.
Without this sheet, go around the room. “A is for . . .” Move to the head of the class.
Break into two teams. One point for a term; two points for defining the term.
Arable land
B
Cash crop, commercial crop
Developing country
Economic development
Famine
G is for GDP, GNP
Herder
Infant mortality rate
J
K
Literacy rate, life expectancy
M
N
Oil reserves
Per capita income, private vs public ownership, petroleum, primate city
Q
Rural
Subsistence farming, standard of living
Types of industry: Primary, secondary, tertiary
Urbanization, urban
V
W
X
Y
Z
Lesson #55
Game
Once upon a time, my students took the annual end-of-the year state test.
"How did you do?" I asked the class.
"Not so hot," said Preston. "They don't write the questions the way you do, Mrs. Brown."
From that day forward, I knew the kids had to learn the logic of a multiple-choice test.
Can you talk like an economist?
The goal: To learn terms and understand the logic of a multiple-choice test.
The day before: Go to the school library. Break into teams of five. Use the dictionaries and encyclopedia.
Student A writes the correct definition straight from the dictionary.
Student B dreams up the exact opposite of the real definition.
Student C dreams up a plausible wrong answer.
Student D dreams up a really plausible wrong answer.
Student E invents a truly stupid answer. (Hey, this is what makes the kids pay attention.)
Each team does this for all the terms checked below.
How to play: Back in class, place one table with 5 chairs and 5 stand-up cards that read A B C D or E.
Each student stands up and reads his/her “definition” with a straight face.
The class guesses: Write A B C D or E on a slip of paper, sign your name, pass it to “the counter” who was
absent yesterday.
The teacher then asks: "Will the person with the real definition please stand up."
The winner: The student with the most correct answers. His or her team goes next.
Define these terms!
economic development
developed country
developing country
standard of living
per capita income
literacy rate
infant mortality rate
life expectancy
types of industries
primary industries
secondary industries
tertiary industries
a. Fossil fuel
is an energy source formed in past
geologic times from inorganic materials.
(Sounds plausible. Incorrect: Fossil
fuels come from organic materials.)
a. A developing country
is one that is highly urbanized, has a
high rate of literacy, a low rate of infant
mortality, and a long life expectancy.
(Sounds plausible. Incorrect: This is
the definition of a developed country.)
b. Fossil fuel
is an energy source whose energy is
measured in kilowatts.
(Sounds plausible. Incorrect: The
amount of energy in coal, oil, and natural gas is measured in BTUs.
Electricity is counted in kilowatts.)
b. A developing country
is one that is medium urbanized, has a
medium rate of literacy, a medium rate
of infant mortality, and a medium life
expectancy. (Correct.)
Urbanization
rural
urban
c. Fossil fuel
Fossil fuels include coal and oil, but
not natural gas.
(Sounds plausible. Incorrect: Natural
gas is also a fossil fuel.)
types of farms
arable land
subsistence farming
cash crops
d. Fossil fuel
Fossil fuels include coal, petroleum,
and natural gas.
(Bingo. This is the correct definition.)
natural resources
oil reserves
e. Fossil fuel
comes from the saying, "There's no
fuel like an old fuel."
(Nope. This is bogus.)
c. A developing country
is one that is not urbanized, has a low
rate of literacy, a high rate of infant
mortality, and short life expectancy.
(Sounds plausible. Incorrect: This is
the definition of an underdeveloped
country. It is the opposite of a developed country.)
d. A developing country
is one that is just now developing
hills and mountains.
(Bogus. We made it up.)
e. A developing country
is one that is experiencing major
changes, such as the spread of a
desert.
(Bogus. We made it up.)
page 87
Student Project
Lesson #56
Math is a natural part of North Africa. The Muslims invented algebra!
A little math in Africa
1. The Nile River, the longest river in the world, is 4,132 miles long. The Mississippi River is 3,741 miles
long. How much longer is the Nile?
2. Africa has 800,000 miles of roads. Today, 60,000 miles are paved. What % of roads are paved?
3. In 1960, gold was worth $35 an ounce. Today, South Africa sells gold for $350 an ounce. How many
times more valuable is gold today?
4. If Egypt's per capita GNP is $3,900 and that of the U.S. is $37,800, how many times richer is the U.S.?
5. Africa lies on a giant plateau. When you are standing on the Equator, the weather is hot. If you climb a
mountain, altitude cancels latitude. Every 1,000 feet up, the temperature falls 3 degrees. If it is 90 degrees
at sea level and you are at 4,000 feet elevation, what is the temperature where you are?
6. Epidemics hit Africa frequently. In Nigeria, there is one doctor for every 4,500 people. In the U.S., there
is one doctor for every 365 people. How many times more doctors do we have?
7. The United States was born in 1776. We had a revolution in 1776 and a civil war that ended in 1865.
Most African nations were born in the 1960s. If we use our own history as an example, in what year would
we expect African politics to become stable?
8. As of December 1998, there were 33 million people in the world infected with AIDS. Of these, 75% live
in Africa. How many Africans have AIDS?
9. Of these, 60% are young people between the ages of 15 and 24. How many African youth were infected with AIDS as of December 1998?
Answers
1. 391 miles longer.
2. .075 = .08 = 8% of Africa’s roads are paved.
3. 10 times more valuable.
4. 37,800/3,900 = 9.69 = 10 = The U.S. is 10 times wealthier.
5. 4 x 3 = 12. 90 - 12 = 78 degrees.
6. 4500/365 = 6. We have 12 times more doctors.
7. 1776 to 1865 ......
1776 to 1800 = 24 years.
1800 to 1865 = 65 years.
24 + 65 = 89 years. From 1776 to 1865, we had 89 years of warfare and strife.
1960 + 89 years = 2049. Following our model, African politics should become stable in the year 2049.
8. 33,000,000 x .75 = 24,750,000. Nearly 25 million Africans have AIDS.
9. 24,750,000 x .60 = 14,850,000. Nearly 15 million young Africans have AIDS.
page 88
4. The Political System
page 89
Lecture
Lesson #57
A one-party system is not democratic!
Types of Government
Is democracy always the right political system/solution for every nation? (Yes!)
In order to govern effectively, the government must have the agreement of significant portions of the population.
How do you know whether a certain country has democracy?
Here is a checklist
1. Constitution
2. Bill of Rights
3. Parliament
4. Independent Judiciary
5. Political parties
6. A free press
Must divide power among branches, not give all power to the President.
Guarantees the rights of individuals. (What government cannot do.)
Checks the power of the King or President.
Checks the power of the King or President. (Judges are independent.)
Checks the power of the King or President.
Checks the power of the King or President.
A word about political parties . . .
This is democracy
A multi-party system
The government is run by two or more political parties.
No one has a monopoly of power.
There is competition. You have a choice. On Election Day, there are several people on the ballot.
Example: Mexico has a multi-party system.
This is authoritarianism.
One-party rule
When a government is run by just one political party.
When one party has a monopoly of all the political power.
There is no competition. You have no choice. On Election Day, there is only one guy on the ballot.
Example: For decades, Mexico had one-party rule.
Example: From 1917 to 1991, the Soviet Union had only one political party - the Communist Party.
One-party rule: Does it help or hinder a nation’s economic growth? (It harms economic growth.)
Human rights
One-party rule (authoritarianism) harms human rights.
A multi-party system (democracy) promotes human rights.
Human rights have been listed and defined by the U.N. Universal Declaration for Human Rights.
Types of governments
a. federal
The central government rules, along with governments in the states or provinces.
b. unitary
The central government rules; it does not share power with states or provinces.
Example: Both Mexico and the U.S. have a federal system.
c. monarchy
Ruled by a monarch - a king or queen.
Absolute monarchy - The King has all the power.
Constitutional monarchy - Parliament rules, the king is a figurehead.
d. republic
There is no monarch. There is a President.
Example: Mexico, China, and the Congo are republics. Saudi Arabia is a monarchy.
e. democratic The people participate in government.
f. authoritarian The people do not participate in government. Rule by one man or one party.
Example: Mexico has a government that is democratic.
Saudi Arabia, China, and the Congo have governments that are authoritarian.
page 90
Lesson #58
Graphic organizer
Evaluate the political system:
Using this chart, you can analyze whether or not the country is democratic.
Does this country have democracy?
As you listen to the lecture (next page), highlight what is true about the Dem. Rep. of the Congo.
Democratic
___ Republic
___ Constitutional Monarchy
Multi-party system. President. Congress is run by political parties.
Multi-party system. Prime Minister. Parliament is run by political parties.
Undemocratic
___ Absolute Monarchy
___ Communist Dictatorship
___ Military Dictatorship
___ Religious Dictatorship
One-party
One-party
One-party
One-party
When a
dictator runs
the police, he
arrests his
opponents.
In Nazi
Germany,
Hitler’s
national
police (the
dreaded
Gestapo)
terrorized the
Jewish
people.
system: The King has all the power (make law, be top judge).
system: Handful of people in the Communist Party run the show.
system: The ruling party is a handful of military officers.
system: The ruling party is a handful of religious leaders. Theocracy.
1. Constitution
8. The Police
This country has . . .
a local police force
(good)
a national police force
(horrible)
7. Leaders
The government is run
by . . .
Civilians (good)
Military officers (bad)
Religious leaders (bad)
Is there one? Does it
divide power among
branches? (good) Does it
give tremendous powers
to the King or President?
(bad)
Power corrupts: too much
power turns the President or
King into a tyrant. Power must
be spread among many.
Civilians are
elected by
the people.
Military takes
power by
force.
Religious
leaders
persecute
people who
disagree with
them.
A country must hold elections
so that the people get to
participate in government.
The elections must not be
rigged.
2.
There are
certain
things that
government
cannot do:
prison without a trial,
unfair trials.
Bill of
Rights
Is there a list of
rights guaranteed
to the individual?
3. Parliament
Country
______
6. Elections
Do they hold elections?
When elections are held:
The votes count (good)
The election is rigged.
(horrible)
Human rights are not a Western concept.
They are a world concept expressed in the
United Nations Declaration of Human
Rights.
Is there a Parliament
(or Congress)?
Does it make law?
Or is it a “rubber
stamp” for the King or
President?
4. Independent
Judiciary
5.
Political
Parties
This country has a
one-party system
(bad). It has a multiparty system (good).
Are judges independent of the King or
President?
The opposition party gives
the President or King a hard
time. This is good.
Competition is good.
If the King or
President
can hire and
fire judges,
judges are
not independent. They
are afraid for
their jobs.
page 91
Lecture
with maps, photos and cartoons
Lesson #59
A case study of the Democratic Republic of the Congo (DRC)
The history of the Congo
Lecture with graphics - maps, photos, cartoons.
Map: Democratic Republic of the Congo (DRC)
http://www.lib.utexas.edu/maps/cia02/congo_demrep_sm02.gif
http://www.lib.utexas.edu/maps/africa/congo_demrep_pol98.jpg
http://www.lib.utexas.edu/maps/africa/congo_demrep_rel98.jpg
For 500 years, the Congo had a long and sorrowful experience with Europeans.
From 1500 onward, British, Dutch, Portuguese and French merchants engaged in the slave trade.
They enslaved hundreds of thousands - most were sent to faraway Brazil.
1870s
Henry Stanley
Photo: The Congo River
http://www.congo-pages.org/boma/pics/baobabriver.jpg
http://www.congo-pages.org/BOMA/Pics/boma_boats.jpg
http://www.congo-pages.org/katanga.htm
In 1876, the British newspaperman and explorer, Henry Stanley floated down the Congo River.
He was the guy who found Dr. Livingstone and said, “Dr. Livingstone, I presume?”
Ever ready to make his fortune, Stanley made maps and advertised the Congo as a treasure chest of minerals.
The King of Belgium bought the idea:
He hired Stanley to set up army posts along the Congo River.
1885-1960
Belgium
Photo: King Leopold of Belgium
http://www.pc-franeker.nl/Leopold%20II.JPG
http://www.un.int/drcongo/images/leopold.gif
At the Conference of Berlin in 1884, the European powers carved up Africa.
It was the Age of Imperialism.
The Congo became a colony of Belgium.
It was known as the Belgian Congo.
The Belgians completely distorted the economy, politics, and culture of the Congo.
Map: Europe
http://www.lib.utexas.edu/maps/europe/europe_ref01.jpg
Belgium is a tiny, tiny country in Europe.
Yet it ruled - by force - the giant Congo.
Photo: Belgians owned copper and diamond mines in the Congo
http://euromin.w3sites.net/Nouveau_site/musees/bruxelles/photos/305.htm
http://euromin.w3sites.net/Nouveau_site/musees/bruxelles/photos/304.htm
Belgium became exceedingly rich from the Congo.
The Congo’s raw materials - copper, diamonds, gold - were all sent to Belgium.
This is why Antwerp is the No. 1 diamond-cutting spot in Europe.
page 92
Since gaining its independence in 1960, the Congo has been wracked by civil wars.
Independence
1960
Despite ripping off the Congo, the Belgians NEVER let the people participate in their own government.
In 1959, Congolese nationalists began holding riots for independence.
The Belgians were deeply invested in the Congo.
They figured they could continue holding power by doing the following:
1. Grant independence. Hold elections. Get “their man” elected, then rule from behind the scenes.
2. Continue to dominate the economy.
In 1960, the Congo declared their independence from Belgium.
The Congo became an independent country. They had self-government.
Lumumba Assassinated
Photo: Patrice Lumumba
http://www.africawithin.com/lumumba/photo_gallery.htm
In 1960, the first and only elected President of the Congo was Patrice Lumumba.
The Belgians hated him:
Lumumba was a nationalist and wanted to nationalize the copper industry. Government ownership.
The government of Belgium wanted Lumumba dead.
At Belgium’s request, Mobutu carried out the assassination of Lumumba.
1960-63
Civil War
Katanga was the copper-rich region of the Congo.
In 1960, Moise Tshombe was befriended by Belgian industrialists.
At Belgium’s request, he and his rebels declared Katanga’s independence from the Congo.
When United Nations troops occupied the region, the rebels fled to Angola.
1965-97
MILITARY DICTATORSHIP
Dictatorship
Photo: Mobutu, dictator
http://www.metroactive.com/papers/metro/05.22.97/cover/mobutu-9721.html
In 1965, Mobutu became President - not by election, but by force.
He staged a military coup, then set up a one-party system.
Mobutu ruled the country for the next 30 years.
1965 onward
Nationalism
Since independence, the people of the Congo have switched from European to African culture.
European clothes and music have been replaced by African dress and music.
In 1971, Mobutu changed the name of the country - to Zaire.
He changed the names of rivers, mountains, towns and cities - from European names to African names.
Leopoldville (named after Leopold, the King of Belgium) was renamed Kinshasa.
Stanleyville (named after Stanley, the explorer) was renamed Kisangani.
Today, the only relationship with Europe is trade.
Belgium is still the Congo’s No. 1 trading partner.
The official language is French.
The business language is Swahili.
The village language depends upon the ethnic group.
There are over 200 ethnic groups, so there are over 200 local languages.
The four largest ethnic groups make up half the population.
page 93
Nationalization
1973-74
Photo: Mobutu, former dictator
http://www.metroactive.com/papers/metro/05.22.97/cover/mobutu-9721.html
Mobutu nationalized many foreign-owned companies.
The mines went from private ownership to government ownership.
He forced European investors - especially the Belgians - out of the country.
1977-78
Rebels
Photo: Mobutu, former dictator
http://www.metroactive.com/papers/metro/05.22.97/cover/mobutu-9721.html
In 1977, Congolese rebels (from Angola) invaded and tried to occupy the mineral-rich Katanga Province.
Mobutu crushed them twice - with the help of Belgian troops.
Mobutu invited foreign investors back - especially the Belgians.
page 94
Civil War in Rwanda
1994
Photo: Skulls, a symbol of genocide
http://www.post-gazette.com/journal/photos_display.asp?ID=3489
http://www.unesco.org/courier/1999_12/photoshr/34.htm
http://www.post-gazette.com/journal/photos_display.asp?ID=3503
Photo: Refugee camps in the Congo (built for the Tutsis)
http://www.congo-pages.org/campcom.jpg
http://www.congo-pages.org/campcom2.jpg
The Tutsi King rules a Hutu majority
In the 1300s, Tutsis migrated to Rwanda - which was already inhabited by the Hutu people.
In the 1600s, the Tutsi King crushed the Hutus and established his kingdom.
In 1890, Germany made Rwanda a colony of the German Empire.
In World War I, Germany was defeated and lost all of its colonies.
Belgium
During World War I, Belgium occupied Rwanda.
After World War I, the League of Nations gave the country to Belgium.
Belgium recognized the Tutsi King as the local ruler.
The Hutus took power, 1959
In 1959, the Hutus overthrew the Tutsi King and killed thousands of Tutsis.
150,000 Tutsis fled to neighboring countries.
In 1961, Rwanda declared its independence from Belgium and became an independent country.
The Tutsis rebelled, 1990
In revenge, the children of these exiles formed a rebel group, the Rwandan Patriotic Front.
In 1990, the Tutsis began a civil war.
The Hutus commit genocide, 1994
In revenge, the Hutu government of Rwanda committed genocide:
In just 100 days, the Hutus killed nearly 1 million Tutsis.
The Tutsi rebels won the war, 1994
The Tutsi rebels defeated the Hutus and took over the government in Rwanda.
Two million Hutus fled to Burundi, Tanzania, Uganda, and the Congo.
The Hutu rebels hide out in the Congo
The Hutus (who committed genocide in Rwanda) fled to neighboring Congo.
From there, they made war on the Tutsis in Rwanda.
Kabila promised to expel the Hutus
Rwanda helped a rebel leader become President of the Congo. His name was Kabila.
In return, the Congo was supposed to expel the Hutu rebels.
When Kabila failed to keep his promise, Rwanda was mad.
Rwanda, 1998
In 1998, Rwanda and Uganda sent troops to invade the Congo!
1. Crush the Hutus - who were planning another genocidal attack on the Tutsis of Rwanda.
2. Overthrow Kabila - who supported the Hutus.
3. Grab Congolese natural resources - this was an afterthought by Rwanda’s military commanders.
page 95
page 96
The Regional War
1998-2003
Rwanda and Rebels overthrew Mobutu
1997
Photo: Mobutu, former dictator
http://www.metroactive.com/papers/metro/05.22.97/cover/mobutu-9721.html
In 1997, President Mobutu was finally overthrown.
Photo: Laurent Kabila
http://www.geocities.com/cbssecman/kabila.jpg
Rwanda helped the rebels capture the capital city of Kinshasa.
The rebel leader, Laurent Kabila, became President.
He renamed the country: The Democratic Republic of the Congo (DRC).
He was supported by Rwanda and Uganda.
1998
A Regional War
Rwanda and Uganda invaded the Congo and began marching toward the capital city of Kinshasa.
They were disenchanted with Kabila.
Uganda now supported a new group of rebels - the Congolese Liberation Movement
Rwanda now supported a new group of rebels - Rally for Congolese Democracy.
Troops from neighboring countries intervened to prevent the overthrow of Kabila:
Zimbabwe, Angola, Namibia, Chad, and Sudan.
Assassination
President Kabila, it turned out, did not believe in democracy.
He intended one-man rule, just like Mobutu.
Kabila alienated everyone he met - from his former allies to U.N. representatives.
In 2001, Kabila was assassinated by his own bodyguard.
As of 2003, his son, Joseph Kabila, is President. He was just 30 years old when he came to power.
Photo: Joseph Kabila
http://www.defenselink.mil/photos/Nov2003/031106-D-2987S-019.html
Where is the fighting
1. First, it was in the Great Lakes region - Lake Albert, Lake Edward, and Lake Kivu.
This is the common border shared by Rwanda, Uganda, Burundi, and the Congo.
2. Next, the invaders occupied the whole eastern region of the Congo.
3. Rwanda now controls one-third of the country. The easternmost region.
Photos: The War , 1998-2003
http://news.bbc.co.uk/2/hi/in_depth/photo_gallery/3039597.stm
http://news.bbc.co.uk/2/hi/in_depth/photo_gallery/3035599.stm
http://www.nkolo-mboka.com/index-19-mai-2003.html
http://www.nkolo-mboka.com/PHOTOS-ITURI.htm
page 97
Why are they fighting
1. Ethnic causes
The Hemas and the Lendus have a long-tanding land dispute. They clash over land use.
The Hemas raise livestock. They identify with the Hutus of Rwanda. The ones who committed genocide.
The Lendus are farmers. They identify with the Tutsis of Rwanda. They run government of Rwanda.
Both sides are trying to annihilate the other.
This is ethnic cleansing, which is just another word for genocide.
2. Political causes
The Rwandan government helped the rebel leader Kabila overthrow Mobutu and come to power.
To get to power, Kabila must have made economic promises to Rwanda.
When Kabila reneged on the deal, Rwanda decided to overthrow the Kabila government.
3. Economic causes
To pay for the war, Rwanda decided to grab the Congo’s natural resources gold mines, copper mines, diamond mines, cobalt mines, and Coltan sites.
The Death Toll
Since 1998, 4 million people have died - either as a direct result of fighting or because of disease and starvation.
The United Nations
In 2002, the U.N. sent 8,000 peace-keeping troops.
But they are useless:
They cannot disarm the armed bands of ethnic groups.
They cannot protect civilians from horrible massacres.
What is at stake?
The territorial integrity of the DRC: the Congo may be divided into several countries.
This has been attempted before:
In 1960 and 1977, rebels in the mineral-rich province of Katanga tried to secede from the Congo.
page 98
Grabbing Minerals
Photo: Diamonds in the DRC
http://cnews.canoe.ca/CNEWSFeatures0105/19_congo-ap.html
Photos: Valuable industrial minerals in the DRC
http://euromin.w3sites.net/Nouveau_site/musees/bruxelles/photos/322.htm
http://euromin.w3sites.net/Nouveau_site/musees/bruxelles/photos/323.htm
http://euromin.w3sites.net/Nouveau_site/musees/bruxelles/photos/324.htm
http://euromin.w3sites.net/Nouveau_site/musees/bruxelles/photos/327.htm
http://euromin.w3sites.net/Nouveau_site/musees/bruxelles/photos/328.htm
Like Western Europe
The Congo is the size of western Europe, yet it has 200 ethnic groups.
Each ethnic group is fighting for political power and mineral riches.
Fighting is fuelled by the Congo’s vast mineral wealth.
All sides are taking advantage of the anarchy to plunder the Congo’s natural resources.
Coltan, vital for electronics
Photo: Mining Coltan
http://tierra.rediris.es/coltan/coltanenvir.pdf
http://users.skynet.be/wihogora/_commission-gl/Webdo-zurich-050502.htm
Using a sluice, you can mine Coltran - just like during the California Gold Rush.
Coltan is a vital ingredient in making electronics - cell phones, pagers, laptop computers, and so on.
Coltan is a key component in everything - from mobile phones made by Nokia to computer chips from Intel
to Sony stereos and VCRs.
High-tech communication in the U.S. and around the world is impossible without it.
The easternmost region of the Congo is one of the few places in the world where Coltan is found.
Coltan sells for $100 a pound.
In one year, the Rwandan army made $200 million smuggling the mineral out of the DRC.
They exported 100 tons a month - to electronics corporations around the world.
Electronics companies are trying not to buy Coltran that is smuggled from Eastern Congo.
Instead, they buy it from Australia, where it is FAR more expensive.
Those who invaded the Congo
Rwanda, Uganda, and Congolese rebels.
At first, the U.S. supported the invasion.
Those who support the Congo government
Angola, Zimbabwe, Namibia, Chad, and Sudan.
Ugandans export Congolese diamonds.
Zimbabwe wants a stake in the Congolese copper and cobalt industry.
Libya, France, and even China may be aiding the Congolese government.
All three have commercial interests in the Congo.
page 99
The New Government
Rebels join the government and end the war
In June 2003, President Joseph Kabila invited four rebel leaders into his government.
President Kabila will share power with the four rebel leaders.
The rebel leaders called for an end to the five-year war.
In July 2003, the four rebel leaders were sworn in as Vice-Presidents.
Each rebel leader (turned Vice-President) swore to uphold the indivisibility of the Congo's territory.
That is, not let the Congo be carved up into separate countries.
Can the former enemies now work together to stabilize the country?
Probably not, but perhaps they will no longer be killing each other.
Instead, they are political opponents who will run against each other for President in 2005.
Rebel groups are Political Parties
Rebel Leaders are Vice Presidents
Photo: Rebels turned Vice-Presidents
http://news.bbc.co.uk/1/hi/world/africa/3076279.stm
Azarias Ruberwa is the leader of the biggest rebel group, Congolese Rally for Democracy-Goma (RCDGoma).
He is supported by the government of Rwanda.
Jean-Pierre Bemba is a millionaire businessman who ran a cellular-telephone business in Kinshasa.
He is the leader of the second-largest rebel group, Movement for Liberation of Congo.
What the transitional government will accomplish
a. Freedom of the press
As of 2001, this now
b. A new Constitution
As of 2003, this now
c. A Parliament
As of 2003, this now
d. A multi-party system
As of 2003, this now
e. Free elections
To be held in 2005.
exists.
exists.
exists.
exists.
Why did the rebel leaders join the government?
Photo: Rebel leaders meet Nelson Mandela in South Africa
http://allafrica.com/photoessay/sun_city/
1.
2.
3.
4.
5.
No one group could win a military victory.
Foreign investors put pressure to end the war.
Western governments threatened to cut off aid to Rwanda and Uganda.
South Africa’s Nelson Mandela acted as the mediator between all the rebel groups.
All foreign troops have been withdrawn from the Congo.
Restoring the Congo’s borders will not be easy
1. Warlords have carved out their own little kingdoms are making big bucks looting and smuggling minerals.
2. Ethnic hatreds will not disappear, so the war will continue.
The Challenges Ahead
1. Democratization - of all the countries involved. This means free and fair elections throughout the region.
2. Secure borders - no more occupation of the Congo. Trade and humanitarian aid come to a halt.
3. Punishment for genocide - The Hutus now living in eastern Congo deserve to be punished.
page 100
Lesson #60
Game
Can you think of one term from A to Z?
The ABCs of the Political System
Step
Step
Step
Step
Step
#1:
#2:
#3:
#4:
#5:
Recall
Define
Rap
Individuals
Teams
Without this sheet, go around the room. Can you remember one term, from A to Z?
Go to the library and define each term.
Using these terms, write a “Rap.” Perform it for the class.
Without this sheet, go around the room. “A is for . . .” Move to the head of the class.
Break into two teams. One point for a term; two points for defining the term.
Assassination
Bill of Rights
Colony, colonialism, civil war, constitution
Dictatorship
Ethnic group, ethnic hatred, ethnic cleansing
F
Government ownership, genocide
Human rights
Imperialism, independence
J
K
L
Military coup, massacre, mass migration
Nationalism
One-party system, one-man rule
Parliament, political instability
Q
Republic
Self-government
T
U
V
W
X
Y
Z
page 101
5. The Sahara Desert
page 103
Mapping
Lecture
Film
Kingdoms of the Sahara
Use the maps on pages 40 and 41.
Ancient Egypt
One of the first civilizations.
Put blue dots on the following places and connect the dots with a
blue line. It is the Nile River:
Aswan, Cairo, Alexandria.
This was the land where pharaohs believed in the
afterlife, had themselves mummified, and put in
tombs. This was the land of Ramses, who built the
Great Temple at Abu Simbel (Aswan), and enslaved
the Jews. (Moses led them out of Egypt and across
the Red Sea.) At Cairo, the Egyptians created the
Great Sphinx and Great Pyramids of Giza, a form of
paper (papyrus), a form of writing (hieroglyphics),
and a 365-day calendar.
This was the land of Cleopatra who sailed down the
Nile with both Caesar and Marc Antony to her capital at Alexandria. Beginning in 3,000 B.C., the civilization spanned 30 dynasties (kingdoms).
Cleopatra, the last Queen of Egypt, died in 30 B.C.
The Romans ruled Egypt until 300 A.D., when the
Roman Empire fell apart.
The Empire of Axum
The Queen of Sheba
Put a red star on Addis Ababa and outline Ethiopia in red.
Put blue dots on Addis Ababa, Khartoum, and Aswan.
Connect the dots with a blue line. This is the Nile River.
This is the land where the Nile River begins. Axum
traded with Ancient Egypt, Ancient Rome, and
Ancient Greece.
Axum (now called Ethiopia) was the world's first
Christian country. It was formed in the 1st century
A.D.
According to tradition, the people of Ethiopia
descend from King Solomon and the Queen of
Sheba.
Some believe that the Ark of the Covenant (the Ten
Commandments given to Moses) was hidden in the
Ethiopian Highlands.
Ethiopia’s steep cliffs make it an impenetrable
mountain fortress. Unlike the rest of Africa,
Ethiopia was never conquered by the Europeans. In
Africa, Ethiopia has always been a symbol of independence.
page 104
Lesson #61
Hannibal
Elephants over the Alps!
Use a wall map of Europe.
Put a blue Post-It note on Rome.
Put red Post-It note Tunisia.
Hannibal came from Carthage (Tunisia in North
Africa). The Roman Empire made war on Carthage,
so Hannibal made war on Rome. His struggles
through the Alps were real, but his story is what legends are made of. Using the encyclopedia (H for
Hannibal and C for Carthage), read the most interesting parts. Show the route of Hannibal's army
from North Africa to Rome, Italy. Show where
Hannibal went over the Alps!
The Moors
They ruled Spain.
Put red Post-It notes on Tangier, Algiers, and Tunis.
The Almoravids (nicknamed “The Moors”) were the
first dynasty to unify Morocco, an empire along
Africa’s coast of the Mediterranean Sea. The Moors
could not be conquered and enslaved. Quite the
reverse: They invaded Spain in 710 and ruled it for
700 years! In 1492, they were defeated and evicted
by Ferdinand and Isabella.
When the Portuguese seized the coastal cities of
Morocco, the Muslims declared a holy war against
them. In 1578, the King of Portugal was killed at the
Battle of Alcazarquivir. The Almoravids of Morocco
conquered Spain in 710 and ruled it for 700 years.
Hearing: Using the encyclopedia T for Tangiers,
read about this old city in Morocco. Then read
about Spain using the encyclopedia. S for Spain
(architecture), G for Granada, A for Alhambra, S for
Seville, and C for Cordoba. Read about what is
Moorish about Spain's cities and architecture. Tape
it and play it for the class.
Othello
Shakespeare’s drama
Put a blue Post-It note on Venice.
Put red Post-It note Morocco.
Show the film Othello starring Lawrence Fishburne.
Othello was a Moor who descended from the
Almoravids of northern Africa. He lived in Venice,
Italy. He was a professional soldier, on whom the
city depended. Being African, he was not allowed to
fit into Venetian society. Select parts that show:
Othello's dignity and bearing. Iago, the most evil
character Shakespeare ever invented. This was a
tragedy. Explain why.
Lesson #62
The man in the background is in the Sahara Desert.
The men in the foreground are in the Sahel.
Interpret the poster . . .
The Sahara Desert
Group analysis & mapping
4. Let's talk about MOVEMENT
This land was the Empire of Mali.
It was ruled by whom? (Mansa Musa.)
What the capital city?(Timbuktu.)
What religion did Mansa Musa spread?
Hint: He travelled to Mecca. (Islam.)
This lesson is designed to be used with our Sahara
Desert poster. Please see page 3 for pricing and
details.
Timbuktu lay at a crossroads on the edge of the
Sahara Desert. "Where the camel meets the
canoe."
Class discussion to develop your geographic eye!
Use the map on page 25.
What is the first thing that strikes you?
What is going on here? (Herders grazing livestock.)
What is surprising?
(The land is half desert and half grassland.)
What is happening to the desert?
(It is spreading. Sand is covering the bushes. We
call this desertification.The Sahara Desert is
spreading 20 miles a year.)
What do you suppose this land looked like 100
years ago? (It was all grassland. No desert.)
Draw a line from Marrakech to Timbuktu.
Merchants came from the North! This was the route
of merchants from Morocco. They were a desert
people. Travelling in camel caravans, they crossed
the Sahara Desert to sell salt in the marketplace of
Timbuktu.
1. Let's talk about LOCATION
This is the country of Mali in North Africa.
Mali is half desert > The Sahara Desert
Mali is half grassland > The Sahel
2. Let's talk about PLACE
What do you already know about the Sahara
Desert?
(Largest desert in the world, stretches from Atlantic
to the Red Sea. In Arabic, Sahara means desert.)
3. Let's talk about INTERACTION
What are the herders doing?
(It must have rained recently. The herd follows the
rain and the new vegetation it creates.)
The land is not arable. What does that mean?
(The soil is too poor to farm. The men raise livestock.)
What is livestock? (Cattle, sheep, and goats.)
The goat is "the poor man's livestock." Why?
(A goat will eat what a cow will not: Shrubs, bushes,
dried grass, etc. When really hungry, a goat will eat
the roots of grass - killing it forever.
Overgrazing . . .
A cow eats one acre of grass in a year's time.
What happens if you put two cows on that acre?
(Overgrazing the land. Overgrazing causes the
desert to spread.)
If grazing cattle causes desertification, why do
these herders do this? (People must raise food to
eat today. They may not be considering the future.)
A famine struck Mali in 1973, killing 100,000 people.
What caused the famine?
(A drought killed the grass. The livestock died. The
people died of hunger.)
Draw a line from Nigeria, up the Niger River, to
Timbuktu.
Merchants came from the South! This was the route
of merchants from the Gold Coast (Ghana) and
merchants from the Slave Coast (Benin and
Nigeria). They were a rainforest people. Travelling
by canoe, they went up the Niger River to sell gold
in the marketplace of Timbuktu.
The rainforest people bought salt. Why?
(In the tropics, you become dehydrated. To survive,
you need to eat salt.)
The desert people bought gold. Why?
(Gold won’t do you a bit of good in the desert...The
desert people lived close to Europe. The Europeans
bought gold.)
Draw a line, by sea, from Portugal to Nigeria.
This trade came to an end. Can you guess why?
(The Europeans, especially the Portuguese, cut out
the middleman! They sailed directly to the Gold
Coast = Ivory Coast, Ghana, Nigeria. Soon, this
region was renamed the Slave Coast.)
5. Let's talk about REGION
The Sahel
Northern Mali lies in the desert.
Southern Mali lies in the grasslands.
The man in the background is in the Sahara Desert.
The men in the foreground are in the Sahel.
In your own words, how would you describe the
Sahel? (The Sahel, a semi-desert region, lies at the
southern border of the Sahara Desert.)
The desert killed Timbuktu. How?
(The Sahara Desert spread southward, covering
Timbuktu. Bamako - in the grasslands - is the new
capital of Mali. Can you predict the fate of
Bamako?)
page 106
page 107
Chart and
Game
Lesson #63
What's the weather like
in Timbuktu?
Month
January
February
March
April
May
June
July
August
September
October
November
December
Rainfall
0
0
0.1
0
0.2
1
3
3
2
0.1
0
0
Temperature*
71 degrees F.
76
83
90
94
95
90
86
90
89
82
73
*The maximum average daily temperature. At night, the desert gets cold!
Analyze the climate and draw conclusions
Temperature
1. What general statements can you make about the temperature?
Rainfall
2. What general statements can you make about the rainfall?
3. New York City gets about 3 inches of rainfall every month of the year. Is this place the same?
4. If an inch of rain makes up to 30 inches of dry snow, then what is the maximum amount of snow this
place might have in January?
Seasons
5. Does this place have 4 different seasons?
Vegetation Zone
6. Judging from the weather, what vegetation zone would you expect to find here?
Hint: Tundra, forest, rainforest, grasslands or desert?
Type of Climate
7. What would you call this type of climate? Hint: Polar, tropical, desert, continental, marine.
Population
8. Judging from the weather, would you expect to find a large population living here? Why or why not?
Compare & Contrast
9. How is your climate similar or different? (Answers will vary.)
10. What U.S. state has a climate similar to this?
What if you lived here?
11. If you lived here, how would your life change? (Answers will vary.)
page 108
Does climate shape the way you live? You betcha!
Climate shapes the house you live in, the sports you play, what you eat, what you wear and how you have fun!
This is Your Life
Your new life: You have been chosen to spend a year as an exchange student in Timbuktu.
What will you be eating? What should you wear? What will the houses be like? What sports can you play?
Directions: Using the temperature and rainfall chart, circle the things that seem the most likely.
Example: If the climate is rainy in the spring, circle umbrellas and rainboots.
The CLIMATE
The CLIMATE shapes the way you live
Spring Summer
Fall
Winter
Spring
Summer
Fall
hot
cool
cold
hot
cool
cold
hot
cool
cold
hot cocoa
iced tea
hot soup
cold salads
ice cream
sandals
rainboots
snowboots
baseball cap
wool knit cap
sweater
heavy jacket
umbrella
sunglasses
mittens
earmuffs
cotton t-shirt
flannel shirt
car w/ sunroof
4wd jeep
fireplace
swimming pool
sundeck
warm rugs
soccer
ice hockey
snow skiing
basketball
skateboarding
snowboarding
go to movies
watch TV
play frisbee
ride your bike
go swimming
play Nintendo
go camping
hot cocoa
iced tea
hot soup
cold salads
ice cream
sandals
rainboots
snowboots
baseball cap
wool knit cap
sweater
heavy jacket
umbrella
sunglasses
mittens
earmuffs
cotton t-shirt
flannel shirt
car w/ sunroof
4 wd jeep
fireplace
swimming pool
sundeck
warm rugs
soccer
ice hockey
snow skiing
basketball
skateboarding
snowboarding
go to movies
watch TV
play frisbee
ride your bike
go swimming
play Nintendo
go camping
hot cocoa
iced tea
hot soup
cold salads
ice cream
sandals
rainboots
snowboots
baseball cap
wool knit cap
sweater
heavy jacket
umbrella
sunglasses
mittens
earmuffs
cotton t-shirt
flannel shirt
car w/ sunroof
4 wd jeep
fireplace
swimming pool
sundeck
warm rugs
soccer
ice hockey
snow skiing
basketball
skateboarding
snowboarding
go to movies
watch TV
play frisbee
ride your bike
go swimming
play Nintendo
go camping
hot
cool
cold
dry
dry
rainy rainy
snowy snowy
dry
dry
rainy rainy
snowy snowy
Winter
hot cocoa
iced tea
hot soup
cold salads
ice cream
sandals
rainboots
snowboots
baseball cap
wool knit cap
sweater
heavy jacket
umbrella
sunglasses
mittens
earmuffs
cotton t-shirt
flannel shirt
car w/ sunroof
4 wd jeep
fireplace
swimming pool
sundeck
warm rugs
soccer
ice hockey
snow skiing
basketball
skateboarding
snowboarding
go to movies
watch TV
play frisbee
ride your bike
go swimming
play Nintendo
go camping
page 109
Chart
Lesson #64
The desert spread
and killed Timbuktu
TIMBUKTU
In the Sahara (desert)
Mali's old capital was once grassland.
It is now covered by sand.
Month
January
February
March
April
May
June
July
August
September
October
November
December
Rainfall
0
0
0.1
0
0.2
1
3
3
2
0.1
0
0
Temperature*
71 degrees F.
76
83
90
94
95
90
86
90
89
82
73
BAMAKO
In the Sahel (grasslands)
Mali’s new capital.
Month
January
February
March
April
May
June
July
August
September
October
November
December
Rainfall
0
0
0.1
0.6
3
5
11
14
8
2
6
0
Temperature*
76 degrees F.
82
88
90
89
84
80
79
80
82
80
77
*The maximum average daily temperature.
At night, the desert gets cold!
Compare and contrast the two cities.
Timbuktu is very hot and very dry. It rarely rains.
Bamako is not so hot. It rains heavily in the summer and fall. No
wonder the capital city was moved from Timbuktu and to
Bamako. Five centuries ago,
Timbuktu had a population of 1 million; today, only 20,000.
page 110
Chart
Lesson #65
Famine
Countries in the Sahara or
Countries in the Sahel . . .
Which are more likely to suffer a famine?
Countries in the Sahara Desert
Rainfall
Very little
Arable Livestock
Land Cattle Sheep Goats (in millions)
Algeria
Libya
Egypt
3%
2%
4%
4
0
2
14
6
1
0
1
0
Countries in the Sahel grasslands
Rainfall
More rain
Arable Livestock
Land Cattle Sheep Goats (in millions)
Mali
Ethiopia
Senegal
Nigeria
2%
13%
27%
31%
6
30
3
2
0
23
4
13
0
0
1
26
Class Discussion
1. What general statements can you make about
raising cattle in these two regions?
2. Which region (Sahara or Sahel) is better for raising crops?
3. Which country is best able to feed its people?
4. Which country is most likely to suffer a famine?
5. Which country does not belong in the Sahel?
Why?
Answers
1. Countries in the Sahel raise more cattle.
Rainfall grows the grass - to feed the cattle.
2. You can raise more crops in the Sahel.
3. Nigeria.
4. Mali.
5. Mali. Its statistics should place it in the Sahara
Desert. The Sahara Desert is spreading. Mali is
being overtaken by desert.
Lesson #66
Chart
and questions
Sahara Math
Use the chart on page 114 to answer these questions.
1. What is the world's largest desert? It is how many times bigger than the world's second largest desert?
2. The United States is 3,618,770 square miles in size. How does the Sahara Desert compare in size to
the United States?
3. Africa has two major deserts - the Sahara and the Kalahari. How many square miles of desert does
Africa have?
4. How much of the United States is covered by deserts? (Add up the sizes of the following deserts:
Death Valley, Mojave Desert, Painted Desert, and Sonoran Desert.)
5. Africa has how many times more square miles of desert than the United States?
6. Deserts cover 2/5 of Africa and tropical rainforests cover 1/5 of Africa. You cannot farm on either type of
soil. So what % of Africa's land is not arable (no good for farming)?
7. The world's hottest temperature - 136 degrees - was recorded in 1922 in Libya's section of the Sahara
Desert. If the average summer temperature in the Sahara is 90 degrees, how much hotter was it on that
day?
8. An oasis is land that sits atop an underground river or lake. A farmer sticks a “straw” into the aquifer
(underground river or lake), pumps the water up, and irrigates the land. There are 90 oases in the Sahara
Desert. If 2,000 people live in the average oasis village, how many people live in oases?
9. Two million people live in the Sahara Desert. What % live in oases?
10. Since 4,000 B.C., Africa's climate has become drier and drier. North Africa turned into the Sahara
Desert. The Sahara Desert is spreading 20 square miles a year. If you live to be 75, how much will the
Sahara Desert spread in your lifetime?
Answers
1. The Sahara. The Sahara is 7 times the size of the Gobi Desert.
2. The Sahara Desert is about the same size as the U.S.! (When we say the U.S., we mean all 50 states,
including Alaska.)
3. 3,500,000 + 190,000 = 3,690,000 square miles of desert.
4. 88,450 square miles. (We do not include the Chihuahuan Desert, since most of it lies in Mexico.)
5. 3,690,000/88,450 = 41.7 Africa has 42 times more desert than the United States!
6. 3/5 = 60% of the land is unsuitable for farming.
7. 136 - 90 = 46 degrees, or 51% hotter.
8. 90 x 2,000 = 180,000 people live in oases.
9. 2,000,000/180,000 = 11%.
10. It depends on the age of the student. But if a student is 13 years old, the # of years is 62 x 20 miles =
1,240 square miles.
page 111
page 112
page 113
Compare & Contrast the Deserts
Step #1: RANK Using this list, rank the deserts from largest to smallest.
Step #2: COLOR Using the world map, color the deserts.
Name
Size
Location
Arabian Desert
70,000 square miles
Egypt
Atacama
600 miles long
Chile
Chihuahuan
140,000 square miles
TX, NM, AZ, and Mexico
Death Valley
3,300 square miles
California and Nevada
Gibson
120,000 square miles
Australia
Gobi
500,000 square miles
China and Mongolia
Great Sandy
150,000 square miles
Australia
Great Victoria
150,000 square miles
Australia
Kalahari
225,000 square miles
southern Africa
Kara Kum
120,000 square miles
Turkmenistan
Kyzyl Kum
100,000 square miles
Kazakhstan and Uzbekistan
Lut
20,000 square miles
Iran
Mojave
15,000 square miles
southern California
Namib
800 miles long
southwestern coast of Africa
Painted Desert
150 miles
Arizona
Rub al Khali
250,000 square miles
Saudi Arabia
Sahara
3,500,000 square miles
northern Africa
Sonoran
70,000 square miles
Arizona, California, and Mexico
Step #3: CLASS DISCUSSION
1. What general statements can you make about the location of deserts?
2. True or False: Most deserts are located near the Equator.
3. True or False: Most deserts are located on the west coast of each continent.
4. Which continent has the most land covered by desert?
page 114
Lesson #67
Game
The Five Themes of Geography
Geography
Jumble
Break into pairs. Examine
each fact. Using the
chart, categorize each
fact. When you are finished, play The Bell
Game, “Name that
Theme!”
More advanced:
Categorize facts from
your textbook or the
encyclopedia.
Remember: We give a
suggested answer. Your
answer may be different.
It is correct if you can
explain it!
1. Location
Exact location: What is the latitude and longitude?
Relative location: “It is northeast of such and such.”
2. Place
Physical features: Describe the land, rivers, mountains, climate.
Human features: Describe everything that is man-made!
3. Interaction
How people interact with the land, rivers, mountains, and climate.
How people adapt to, modify, and depend upon their surroundings.
Examples: farm the land, dam the river to prevent floods, build ski
resorts in the mountains, pollute the air, wear wool clothing
4. Movement
What people move into and out of this place? By what means?
What goods move into and out of this place? By what means?
What ideas move into and out of this place? By what means?
As a result of all this movement, this place is connected to other
places. What places?
Example: Philadelphia and Phoenix are connected by football.
5. Region
A region is an area that has common physical or human features.
New England is a region with a common coastline, climate, and history.
1. Mali is the size of California and Texas combined.
2. Northern Mali lies in the Sahara Desert. Southern Mali lies in the Sahel grasslands.
3. Mali is landlocked, but people travel down the Niger River to the Atlantic Ocean.
4. In Mali, herders raise livestock (cattle, sheep, goats, donkeys) on the grasslands.
5. The Sahel grasslands lie south of the Sahara Desert.
6. The Sahel is a band of grasslands from Mali to Ethiopia.
7. Since 1968, a series of droughts (lack of rainfall) have hit the Sahel.
8. The droughts have killed crops and millions of people.
9. In 1973, 100,000 people in Mali starved to death as a result of overgrazing the land.
10. The United Nations sent food to Mali to prevent mass starvation.
11. In the 1980s, the “Live Aid” rock concert was held to help people in the Sahel.
12. When it does not rain, people starve. Drought causes famine.
13. 80% of the people of Mali live in small farming villages.
14. Mali lies along the Niger River. Mali's neighbors are Niger and Nigeria.
15. In Mali, most farmers are subsistence farmers who produce only enough food to
feed their families. They raise millet, but have no surplus to sell on market day.
16. The majority of the people of the Sahara Desert are Arabs. The majority of people in
Mali, however, are black Africans.
17. In Mali, the largest ethnic groups are the Fulani and the Mandingo.
18. Many African-Americans descend from the Fulani and Mandingo people.
19. The Fulani are famous for raising cattle. (The tall man on the poster is Fulani.)
20. Mali has a small population of only 8 million people.
21. From 300 to 1600 A.D., Mali was the home of three powerful black empires: The
Empire of Ghana, the Empire of Mali, and the Empire of Songhai.
22. These kingdoms controlled the trade routes between the Sahara Desert and the
tropical rainforest.
23. Timbuktu was the capital of the Empire of Mali.
24. Camel caravans from North Africa carried salt to Timbuktu and exchanged it for forest products and gold from the “Gold Coast” (Ghana).
25. Mansa Musa was the Emperor of Mali at time of Christopher Columbus.
26. Mansa Musa became a Muslim. He was converted to Islam by caravan traders.
27. In Mali today, 90% of the people are Muslim.
28. From 1900 to 1960, France ruled Mali. The French called it French West Africa.
Today, French is the official language of Mali.
The Answers
1. Place
2. Regions
3. Movement
4. Interaction
5. Location
6. Location
7. Place
8. Interaction
9. Interaction
10. Movement
11. Movement
12. Interaction
13. Place and
interaction
14. Location
15. Interaction
16. Place
17. Place
18. Movement
19. Interaction
20. Place
21. Region
22. Movement
23. Place; region
24. Movement
25. Place
26. Movement
27. Place
28. Region
page 115
A game to learn how to categorize.
A game for those students who learn best by doing.
A game to assess learning.
The Bell Game: Name that Theme!
The week before
Go to Office Depot or Office Max and buy 5 bells. You know:
You bop it to call for service.
Make 5 signs: LOCATION, PLACE, INTERACTION, MOVEMENT, REGION
Ask the school custodian for a wide table and 5 chairs.
A panel of “experts”
In the front of the classroom, place the table and chairs.
In front of each, place a sign and bell.
Ask for volunteers to sit as a panel of experts.
"You are responsible only for responding to facts which relate to your category."
The Reader
Choose a student to read the facts.
Explain: "When the reader read a fact which deals with your particular category, ring your bell."
The Answer Man
Choose a student to play this role. We suggest a boy or girl who has been absent.
Give the student the answer sheet.
Explain: "When a student rings the bell, you must say in a strong voice: 'That is correct' or 'That is incorrect.'"
How to begin
Ask students to test their bells.
"Do not ring your bell until the full statement has been read."
“If you engage in frivolous bell-ringing, another student will take your place.”
The Reader reads the facts, one by one.
The Answer Man states whether the answer is correct or incorrect.
What if several students ring their bells?
All the better!
Ask the class whether or not the incorrect answer is possible, based upon the student's explanation.
Keep in mind that when you enter higher levels of thinking, certain answers are going to be "in the ballpark"
and, therefore, acceptable.
More advanced
Using the same topic, read from the encyclopedia.
Ask students to explain their answers.
That is, exactly why does this fact relate to your category?
page 116
Lesson #68
Game
How to analyze a country’s economy
Is Mali rich?
Working in pairs, examine
each fact and decide
whether it is a strength,
weakness, opportunity, or
threat. Then play The Bell
Game, “Name that
Strength!”
1. Strength
An industry that is already booming.
2. Weakness
This causes trouble for businesses.
3. Opportunity
If you take advantage of this, businesses will boom.
Example: A good transportation system.
4. Threat
If this gets worse, businesses will shut down.
Examples: foreign competition, high taxes, crime, revolution.
1. Climate changes and overgrazing cause the grasslands to disappear.
2. Over 75% of Mali's people are either farmers or herders of livestock.
The Answers
1. Threat
2. Weakness
3. Like many desert and semi-desert nations, Mali suffers from a lack of rainfall.
4. Mali could follow the example of Israel: The government could build a National
Water Carrier. A giant pipeline from the Niger River could irrigate the Sahel.
3. Weakness
4. Opportunity
5. Opportunity
5. The government could search for aquifers (underground streams and lakes) to
provide water during droughts.
6. Weakness
7. Opportunity
6. Like many countries throughout the world, Mali has suffered deforestation.
7. The government could begin a policy of reforestation (planting trees and bushes) on the Sahel.
8. Weakness
9. Opportunity
10. Strength
8. Due to poor soil and a lack of rainfall, only 20% of Mali's land is arable (suitable
for farming).
11. Opportunity
12. Strength
9. Farmers could improve the soil by using fertilizers. Mali has an abundance of
phosphates to create fertilizer. Its valuable minerals are not yet mined.
10. Small farmers raise cash crops (cotton) which is sold for a profit.
13. Strength
14. Strength
15. Opportunity
11. Farmers could grow cotton on a large scale. It grows well in irrigated desert
countries like Egypt.
16. Opportunity
17. Threat
12. Cotton textiles is Mali's No. 1 manufacturing industry.
13. Mali's top customer for cotton is France.
18. In your opinion, is
this an opportunity or a
threat?
14. Goods are shipped into and out of Mali by rail and by ships on the Niger River.
15. Mali does not have a tourism industry. It might do well to restore Timbuktu.
16. Kenya is famous for attracting tourists. Southern Mali has elephants, giraffes,
leopards, lions, crocodiles, and hippopotamuses.
17. Mali depends upon imported oil, which is very expensive.
18. Most of Mali's major factories have been financed by French investors.
page 117
Group analysis
Lesson #69
Possible Answers
What would YOU do
to improve life in Mali?
Break into groups of 3.
Using your imagination and try to solve these serious problems.
Problem #1: The grasslands of the Sahel in Mali are disappearing due to overgrazing. It takes one acre of grass to feed one cow for a whole year. If you put two
cows on that acre of land, the grass will be eaten down to the roots. The grass is
destroyed and is soon covered over by sand. What do you recommend be done
to avoid overgrazing?
Problem #2: When their cattle died in the 1970s and 1980s, the Fulani people
moved to Bamako, the capital city, to keep from starving. But people need jobs.
What does Mali have that could be turned into an industry?
Problem #3: Like many desert nations, Mali suffers from a lack of rainfall. What
could you do to bring water to the desert? Why is this more difficult in an underdeveloped country like Mali than in a developed country like the U.S.?
Problem #4: In the 1930s, when our states of Oklahoma, Texas, Kansas, and
Nebraska were being turned into a dustbowl by a series of droughts, the U.S.
began using an aquifer to water the land. How could this help Mali during
droughts?
Problem #5: How could reforestation help the Sahel? How would you accomplish
this?
Problem #6: How could fertilizer help Mali's farmers?
1. A moratorium on grazing for a year.
2. Develop the mineral
resources: bauxite, copper,
gold, phosphates, and uranium.
3. Run a pipeline from the
Niger River to water the
Sahel. It would have to
have branches, each several hundred miles long.
4. An aquifer is like an
underground lake. You drill
for one, just as you would
for a well or oil well.
5. Planting trees would
prevent the Sahara Desert
from spreading. You would
have to get thousands of
people to plant them. The
trees would have to be
native to the region in
order to survive.
6. Develop the phosphate
mining industry. Open factories that produce fertilizer.
7. Cotton.
8. Cotton, fertilizer, and
minerals.
9. Muslim countries do
help each other. Oil-rich
Muslim countries (Algeria,
Libya, Saudi Arabia) might
buy Mali's products and
sell it oil at a relatively low
price.
10. Answers will vary.
Problem #7: There is one profitable crop that you can grow in the semi-desert, as
long as you have irrigation. What is it and how could it help Mali?
Problem #8: In order to finance these changes, you will need billions of dollars.
You can generate that kind of money through exports - selling your valuable
products overseas. What of value does Mali have?
Problem #9: Being a predominantly Muslim nation might help Mali. How so?
Problem #10: What else could you recommend to improve life in Mali?
page 118
Lesson #70
Lecture
Mapping
Kingdoms of the Savanna
These were the grasslands just south of the Sahara Desert.
Use the map on page 112.
The Kingdom of Ghana
Mali, Mauritania, eastern Guinea
After 700 years, this kingdom reached its peak in
the year 1000.
The Empire of Mali
Mali, Mauritania, Guinea, Gambia and Senegal.
Put red dots on the following places, then connect
the dots: Bamako, Timbuktu, Niamey, to a point
east of Lagos on the coast of the Atlantic Ocean.
This is the Niger River.
This empire was located in the grasslands halfway
between the Sahara Desert and the coastal rainforest. Merchants from Morocco (with their camel caravans loaded with salt) crossed the Sahara Desert.
Traders from Guinea floated down the Niger River
with their canoes full of gold and ivory. Both met at
Timbuktu, which lies on the edge of the Sahara
Desert, just 8 miles from the Niger River. In the
1300s Timbuktu was the was fabulously rich capital
city of Emperor Mansa Musa.
The Empire of Songhai
Mali, Guinea, Gambia, Senegal.
Guinea Bissau, Niger and northern Nigeria.
This was Africa's biggest empire. It ran from the
Atlantic Ocean to northern Nigeria. It reached its
peak in the late 1400s. This empire flourished
because European merchants depended upon
Muslim middlemen to supply them with gold from
the Gold Coast.
In 1591, the empire fell: the Sultan of Morocco sent
his army to seize Songhai and its gold supply. The
Sultan had a small army; he won because he had
European firearms.
By 1600, the Europeans no longer needed Muslim
middlemen. Instead, they sailed directly to the Gold
Coast (Ghana).
Things fell apart
Guinea, Gambia, Senegal, Guinea Bissau
In 1444, Prince Henry the Navigator (the famous
explorer) kidnapped people from Senegal and carried them to Portugal. These were the first Africans
to be enslaved. For the next 200 years, the
Portuguese kidnapped 1.4 million people from
Africa. The people were highly advanced farmers:
The Mandingo grew rice, sorghum, and peanuts
along tropical riverbanks. The Fulani were livestock
herders on the grasslands.
African kingdoms usually arose
along rivers and seacoasts
Why do you suppose the great kingdoms arose
along Africa's biggest rivers? (Rivers provided irrigation for farmland, transportation and trade, plus
everyday needs like drinking water, water for washing clothes.)
Which civilizations arose along the Nile River?
(Ancient Egypt, Kush, and Axum)
Which empires arose along the Niger River?
(Ghana, Mali, Songhai, and Benin)
Which kingdom arose along the Congo River?
(The Congo)
Which kingdom arose along the Zambezi River?
(Mwanamutapa.)
Which kingdoms arose on the coast of the
Mediterranean Sea? (The Almoravids. The Moors.)
Which kingdom arose along the coast of the
Atlantic Ocean? (Benin and the Congo)
Which city-states arose on the coast of the Indian
Ocean? (The Swahili City-States)
page 119
Group analysis
Lesson #71
What caused the rise of the Empire of Mali?
What was it about Mali's geography which gave rise to a kingdom?
Break into 5 groups. Assign each group an argument. Each group must sift through the facts.
Simply put a red dot next to the facts that support your argument.
Study the facts to make your argument.
Hold a 5-way debate, using a panel of judges to decide which argument is the most convincing.
THE ARGUMENTS
1) Location:
The
2) Place:
The
3) Interaction: The
4) Movement: The
5) Region:
The
Empire
Empire
Empire
Empire
Empire
of
of
of
of
of
Mali
Mali
Mali
Mali
Mali
arose
arose
arose
arose
arose
because of its location at the crossroads of major trade routes.
because Timbuktu was a unique place, a religious center.
because of human interaction with the land.
because of movement - trade between north and south.
because Mansa Musa made it the strongest power in the region.
THE FACTS
Timbuktu, the capital of the Empire of Mali, was founded in 1100 at the crossroads between North Africa's
salt mines and the Atlantic coast's gold mines.
From 300 A.D. on, traders from the coast brought gold to the empire to exchange for salt.
Salt is something that the tropical people of the coast needed in order to prevent dehydration.
The Empire of Mali controlled Mali, Gambia, Guinea, Senegal, and parts of Niger, Mauritania, and Burkina
Faso.
Mansa Musa's powerful army made sure it controlled the region.
When the region's last empire fell, it was because Moroccan raiders from the north overpowered it.
The "Gold Coast" is Ghana. The "Slave Coast" is Benin and Nigeria.
Southern traders brought gold, ivory, kola nuts, and slaves.
When ships from Europe replaced camel caravans, the city of Timbuktu died.
Timbuktu was located on the edge of the desert and just 8 miles from the Niger River.
Coastal traders travelled up the river to the commercial city.
Mansa Musa, who ruled from 1312 to 1337, made Timbuktu a center of Muslim learning.
Northern traders also brought cloth, copper, dates, and metals to trade for gold.
The merchants who traded in Timbuktu were Muslim. Mansa Musa eventually converted to the Muslim religion.
Devout Muslims from Mali travelled eastward on the grasslands to Somalia, then north to make a pilgrimage to Mecca.
Three separate kingdoms - Ghana, Mali, and Songhai - ruled this region successively.
Soon, the leadership of the empire all converted to the Muslim religion.
Although Askia Muhammad ruled from the city of Gao from 1493 to 1528, he continued to make Timbuktu
the cultural center of the empire.
The people in the Mali empire were successful farmers and herders.
At the royal university, scholars studied law, history, advanced medicine and the religion of Islam.
The grasslands, excellent land for farming, had not yet been destroyed by the spreading Sahara Desert.
The empire controlled the gold-producing areas to the south.
Camel caravans travelled from Tunisia and Morocco in North Africa, southward across the Sahara Desert to
Timbuktu.
Timbuktu was nicknamed "the meeting point of camel and canoe."
page 120
How to grade the 5-way debate:
As you listen to a student speak, simply write his/her name beside the fact.
Award the highest grades to those who use the most facts, the proper facts, and analyze them well.
The Answers
The best answers are . . .
Location:
Timbuktu lay at a crossroads "where the camel met the canoe."
Movement:
Merchants in caravans were willing to risk crossing the Sahara Desert.
1) Location: The Empire of Mali arose because of its location at the crossroads of major trade
routes.
Timbuktu, the capital of the Empire of Mali, was founded in 1100 at the crossroads between North Africa's
salt mines and the Atlantic coast's gold mines.
Timbuktu was located on the edge of the desert and just 8 miles from the Niger River.
Timbuktu was nicknamed "the meeting point of camel and canoe."
2) Place: The Empire of Mali arose because Timbuktu was a unique place, a religious center.
Mansa Musa, who ruled from 1312 to 1337, made Timbuktu a center of Muslim learning.
At the royal university, scholars studied law, history, advanced medicine and the religion of Islam.
The merchants who traded in Timbuktu were Muslim. Mansa Musa eventually converted to the Muslim religion.
Soon, the leadership of the empire all converted to the Muslim religion.
Although Askia Muhammad ruled from the city of Gao from 1493 to 1528, he continued to make Timbuktu
the cultural center of the empire.
Devout Muslims from Mali travelled eastward on the grasslands to Somalia, then north to make a pilgrimage to Mecca.
3) Interaction: The Empire of Mali arose because of human interaction with the land.
The people in the Mali empire were successful farmers and herders.
The grasslands, excellent land for farming, had not yet been destroyed by the spreading Sahara Desert.
4) Movement: The Empire of Mali arose because of movement - trade between north and south.
Timbuktu, the capital of the Empire of Mali, was founded in 1100 at the crossroads between North Africa's
salt mines and the Atlantic coast's gold mines.
Camel caravans travelled from Tunisia and Morocco in North Africa, southward across the Sahara Desert to
Timbuktu.
Coastal traders travelled up the river to the commercial city.
From 300 A.D. on, traders from the coast brought gold to the empire to exchange for salt.
Salt is something that the tropical people of the coast needed in order to prevent dehydration.
Northern traders also brought cloth, copper, dates, and metals to trade for gold.
Southern traders brought gold, ivory, kola nuts, and slaves.
As proof that it was movement that made Mali great: When ships from Europe replaced camel caravans,
the city of Timbuktu died.
5) Region: The Empire of Mali arose because Mansa Musa made it the strongest power in the region.
The Empire of Mali controlled Mali, Gambia, Guinea, Senegal, and parts of Niger, Mauritania, and Burkina
Faso.
Mansa Musa's powerful army made sure it controlled the region.
Three separate kingdoms - Ghana, Mali, and Songhai - ruled this region successively.
When the region's last empire fell, it was because Moroccan raiders from the north overpowered it.
The empire controlled the gold-producing areas to the south.
The "Gold Coast" is now called the Ivory Coast. The "Slave Coast" is now Benin and Nigeria.
page 121
Group analysis
Lesson #72
Timbuktu
Break into pairs and give each a xerox copy of the previous page.
Using the information from the previous page, put a check next to the facts which apply to Timbuktu.
1. Location: This city arose because it was located on a major body of water.
This city arose because it is a port city on the seacoast.
This city arose as an inland port on a major river.
This city arose because it is located where a major river meets the sea.
This city arose along a major lake.
This city arose along a river in a very dry region. X
2. Place: The mild climate caused the rise of this city.
This city arose because of its climate: It is cooler than the rest of the country.
This city arose because of its climate: It had more rainfall than other regions of North Africa. X
3. Interaction: Natural resources caused the rise of this city.
This city grew because the people were successful farmers and herders of livestock.
This city arose because of its forests and the resulting timber industry.
This city arose because salt, valuable in the hot climate, was traded here. X
This city exploded in population when a valuable mineral gold was discovered here.
This city exploded in population when it became the distribution center for gold mined near here. X
This city arose when the discovery of oil caused the oil to be refined here.
4. Movement: This city grew because of transportation.
This city grew because of it was a stopping place for merchants on camels on the caravan route. X
This city grew because it was a major hub of river traffic. X
This city grew people its rulers controlled important trade routes in the region. X
This city grew because merchants sailed ships on the Atlantic Ocean off the coast of Africa.
5. Region: This city grew because it is considered the heart of the nation.
This city began as the culture hearth - where the culture began many centuries ago. X
This city grew because it became a religious capital. X
This city grew because it was a center of learning - in law, history, and medicine. X
This city grew because it was the cultural center of the continent. X
This city grew because it was the heart of an empire. X
page 122
Lesson #73
Game
A home-made board game.
Who are You? cards
A Trip to Timbuktu
Cut out, decorate, and paste onto cardboard.
Break into groups of 4. Each group should
design its own board, decorating the outside rim
with famous battles (see below).
Every few spaces, put a Who are YOU?
space. Each group must design Who are YOU?
cards: Xerox the next pages and have students cut
them up. Paste them onto pieces of posterboard.
One side should read Who are YOU? card; the
other should have the historical event. Put them in
order. Bring in dice, play money, etc.
How to begin: Each player begins with
$2000 worth of play money. Begin at Timbuktu:
Roll the dice and move clockwise. Every time you
pass Timbuktu, collect $200 from the bank. Every
time you hit a Who are YOU? space, draw a card to
tell you your next move. Read the Who are YOU?
cards aloud.
How the game ends: The game is over
when you have run out of Who are YOU? cards.
Whoever has the most money at the end, wins!
1. The year is 1200 and you are a Mandingo. Your
Black nation lived along the Niger River in the
Empire of Mali. Move to the Niger River and collect
$500.
Famous Places
in the life of Mansa Musa
The Niger River
Karina
Mali
The Sahara Desert
North Africa
The Sahel
(grasslands)
Mali
The Gold Coast
Ghana
The Slave Coast
Benin and Nigeria
Cairo
Egypt
Mecca
Saudi Arabia
Timbuktu
Mali
Addis Ababa
Ethiopia
Niani
Mali
Tunis
Tunisia
Gao
Mali
Marrakech
Morocco
2. You are Sundiata. According to legend, invaders
murdered your 11 brothers who were heir to the
Mali throne. But you (the 12th child) escaped. You
gathered an army and defeated the invaders at the
Battle of Karina. Move to Karina and collect $1,000.
3. You are a soldier in Sundiata's army. You and
your fellow soldiers became farmers and herders of
livestock. Before long, the Empire Mali became one
of the richest farming regions in West Africa. Move
to the Sahel and collect $500.
4. You, Sundiata, tried to convert your people to
the religion of Islam. But you failed and died mysteriously. Legend says that you were accidentally
killed in an archery contest. Move to your birthplace
of Niani and pay $500 for your untimely death.
5. The year is 1312 and you are Mansa Musa,
Sundiata’s heir and the greatest Emperor of Mali.
You ruled a land that was as bigger than Western
Europe and richer than pharaoh's Egypt. Move to
your capital of Timbuktu and collect $2,000.
6. You are Mansa Musa. Bandits raided your
camel caravans, so you befriended your main trading partner - the Sultan of Morocco. Move to the
Sahara Desert and pay $500.
7. You are a merchant from Morocco. On your
caravan of 1,000 camels loaded with bags of salt,
you crossed the Sahara Desert. At Timbuktu, you
traded the salt for gold! Move to the Sahara Desert
and collect $500.
8. You are a villager from the rainforest along the
Atlantic coast. Take a canoe down the Niger River.
At Timbuktu, you traded salt for gold! (You needed
salt to keep alive in the equatorial heat. Salt prevents dehydration.) Move to the Niger River and pay
$500.
page 123
9. You are a rich merchant in Timbuktu, capital of
the Empire of Mali. Timbuktu lies at a crossroads exactly halfway between the Sahara salt mines and
the tropical gold mines. Move to Timbuktu and collect
$1,000.
18. You, Mansa Musa, do not want to offend the
Muslim merchants from Morocco and Tunisia. So
you adopt the religion of slam. In fact, you converted the entire Empire of Mali. Move to the Sahara
Desert and collect $500.
10. You are a rich merchant in Timbuktu. You live
“where the camel meets the canoe”: At the edge of the
desert, just 8 miles from the Niger River. Move to
Timbuktu and collect $1,000.
19. You are a newly converted Muslim in the
Empire of Mali. You and other Muslims followed
the grasslands east to Somalia and north to Saudi
Arabia. There, you made a pilgrimage to Mecca.
Move to Mecca and collect $500.
11. You, Mansa Musa, tax everything that’s traded in
Timbuktu. With taxes, you pay the soldiers of your
mighty army. Move to Timbuktu and pay $500 to provide law and order.
12. You are a farmer on the Sahel. In those days,
the grasslands were arable. You raised rice, yams,
chickens, goats, sheep, and cattle. Move to the Sahel
and collect $400 for selling food to hungry merchants.
13. You are a wild game hunter. You travelled to the
tropical rainforest on the Atlantic coast and captured
wild animals (hippopotamus, elephant, and crocodile).
You sold them to the Pharaoh of Egypt. Move to the
Gold Coast (Ghana) and collect $1,000.
14. You are a dog guarding the royal palace. There
is so much gold on the Gold Coast you wear a dog
collar made of gold. Move to the Gold Coast (Ghana)
and collect $1,000.
15. You, Emperor Mansa Musa, owned every nugget
of gold in the empire. Gold dust was so plentiful that
you had to control its price. Move to the Gold Coast
and collect $2,000.
16. You are a Muslim merchant in Timbuktu. Traders
from the Slave Coast (Benin and Nigeria) sold slaves
to you. Move to the Slave Coast and pay $2,000.
Someday, Europeans will enslave millions of Africans.
17. You are a rich goldsmith in Timbuktu. Everyday,
at the marketplace, you can buy anything you want.
Wheat, dates, and raisins from Tunisia. Red and blue
robes from Morocco. Ivory and honey from the Ivory
Coast. Move to Timbuktu and pay $1,000.
20. You are Mansa Musa. You made a fantastic pilgrimage to Mecca with a camel caravan of gold and
12,000 slaves dressed in silk. Each camel carried
300 pounds of gold. Move to Mecca and collect
$1,000.
21. You are Mansa Musa. When asked to kiss the
Egyptian Pharaoh's ring, you refused, saying: “I will
kneel only to pray to Allah, Pharaoh’s God.” Move
to Cairo and collect $1,000 in gifts from Pharaoh.
22. You are Mansa Musa. From Mecca, you
brought home a famous architect. He designed a
great mosque at Gao. Move there and pay $500 to
build it.
23. You are Mansa Musa. You created the Royal
University at Timbuktu. It was a center for studying
law, history, medicine, and the religion of Islam.
Move to Timbuktu and collect $500
Lesson #74
Writing Activities
Writing for World History
The Expressive Essay: Writing to Describe (Blank worksheet for students)
"I am Mansa Musa . . . "
The
The
The
The
Goal
Research
Writing Style
Outline
Describe Mansa Musa.
Use the World Book Encyclopedia. Translate it in your own words!
Use colorful and expressive language.
This is a five-paragraph essay.
Mansa
Musa
1. Introduce yourself
“I am . . . “
You made history. You shook the world. You inspired fear and awe. Take charge. Make yourself memorable.
2. Describe yourself
Break it down using. . .
Adjectives that are vivid:
Verbs that are powerful:
Nouns that are unusual:
Describe your appearance, behavior, what others thought of you
3. Express yourself
Break it down
Word pictures you can see:
Word pictures you can hear:
Word pictures you can smell:
Word pictures that shock:
Emotions: What do you love, hate, fear? What disgusts you?
4. Explain yourself
Add it up
What makes you tick?
“What make me tick? I am . . .
page 125
Writing for World History
The Narrative Essay: Writing to Tell a Story (Blank worksheet for students)
"I am Mansa Musa . . . "
The Goal
The Research
The Writing Style
Tell one fascinating story from your life.
Take one idea from the World Book Encyclopedia. Expand upon it!
Be Brief: Cut out the extras.
Be Lively: Include colorful details.
Create a Mood: What is your story’s mood?
1. The Introduction
2. The Action
3. The Turning-point
4. A Little More Action
5. The Moral
The moral of the story: A logical conclusion that teaches a lesson.
“What is the moral of my story? If I could live my life all over again, I would . . . “
page 126
Writing for World History
The Informative Essay: Writing to Inform (Blank worksheet for students)
The Goal: The full picture of this historical person.
Research: What do the history books say about this person?
"I am Mansa Musa . . . "
The
The
The
The
Goal
Research
Writing Style
Outline
Tell us everything we need to know about this historical figure.
Use the World Book Encyclopedia. Translate it in your own words!
Be clear. Present the facts. Give no opinions.
This is a five-paragraph essay.
1. Who
General
Specific
Early Life
As an Adult
2. When
The Century
Exact Years
Big Event of the Day
Spirit of the Times
3. Where
What the Country Was Like
4. What
Positive Achievements
Negative Achievements
5. Why
Predecessors
Contemporaries
page 127
Writing for World History
The Persuasive Essay: Writing to Persuade (Blank worksheet for students)
"I am Mansa Musa . . . "
The
The
The
The
Goal
Research
Writing Style
Outline
Persuade us! What should the history books say about this historical person?
Use the World Book Encyclopedia
Use Advertising Tricks
This is a four-paragraph essay.
1. Open with a Positive Tone
Put on a happy face. Present yourself in the most positive light.
2. Crush the Critics
In a polite, matter-of-fact manner . . .
State what the critics say
Respond to each criticism
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
3. Persuade with Emotion
Opening Sentence
“You cannot ignore the positive side. Let me tell you my side of the story.“
Loaded Language
Make people sympathetic to him . . .
Tell of his hardships . . .
Compare him to someone everybody likes . . .
Choose words that make people happy . . .
Invite People to Jump on the Bandwagon
Everybody loves an underdog . . .
Everybody loves a winner . . .
Everybody likes to be modern . . .
Nobody wants to be backward . . .
4. Persuade with Facts
How does he compare to others?
page 128
Break into 5 groups. Read your essay to the class. Each group gives a response to your essay.
How to edit the essays
Group #1: The Boomers
These are the sunniest students in the class. When it comes
to your essay, these optimists are ready to tell you all the
positive aspects. On paper, they make a detailed list of the
positive aspects.
Group #2: The Busters
These are the gloomiest students.When it comes to your
essay, these pessimists are ready to tell you all the negative
aspects. On paper, they make a detailed list of all the
negative aspects.
Group #3: The Factoids
These are the no-nonsense students in the classroom. When
it comes to your essay, they care only about the facts.
On paper, they decide whether your facts make sense.
Group #4: The Emotionals
These are the social butterflies. When it comes to your
essay, they care only about their emotional reactions.
On paper, they express their emotional reactions to your
essay.
Group #5: The Outrageous Ones
These free spirits are divergent thinkers. When it comes to
your essay, they see it in a new light. On paper, they give
you fresh ideas on how to improve it.
page 129
Game
Lesson #75
Can you think of a term from A to Z?
The ABCs of the Sahara and Sahel
Define each term. When finished, go around the room alphabetically.
Try the game without this worksheet!
Arabs, Arabic, Arabian Desert, arid, arable, aquifer
Bedouin, bazaar, Berber, barren
Camel caravan, crossroads, climate
Desertification, drought, dehydration
Empire of Mali
Famine, Fulani
Gerbil
Herder, harmattan
Islam, infertile, irrigation
J
Koran
Livestock, Libyan Desert, locusts
Mali, Mansa Musa, Muslim, merchants from Morocco, millet, Mandingo, Moors
North Africa, Nile River, Niger River
Overgrazing, oasis
Poor man’s livestock
Question: What’s the difference between a shepherd and a herder?
Region -The Sahel, a semi-desert region, lies at the southern border of the Sahara Desert.
Sahel, sirocco, Sundiata
Timbuktu, Tropic of Cancer, Tuareg, trade route, thinly populated
University of Timbuktu
Vegetation, vast
Where the camel meets the canoe
X marks the spot - Bamako is the new capital of Mali.
Year - North Africa used to be grasslands. In 4,000 B.C. it began turning to desert.
Z - As North Africa became drier, the Bantu people moved south . . . to Subsaharan Africa.
page 130
Lesson #76
Game
Once upon a time, my students took the annual end-of-the year state test.
"How did you do?" I asked the class.
"Not so hot," said Preston. "They don't write the questions the way you do, Mrs. Brown."
From that day forward, I knew the kids had to learn the logic of a multiple-choice test.
Can you speak desert?
The goal: To learn terms and understand the logic of a multiple-choice test.
The day before: Go to the school library. Break into teams of five. Use the dictionaries and encyclopedia.
Student A writes the correct definition straight from the dictionary.
Student B dreams up the exact opposite of the real definition.
Student C dreams up a plausible wrong answer.
Student D dreams up a really plausible wrong answer.
Student E invents a truly stupid answer. (Hey, this is what makes the kids pay attention.)
Each team does this for all the terms checked below.
How to play: Back in class, place one table with 5 chairs and 5 stand-up cards that read A B C D or E.
Each student stands up and reads his/her “definition” with a straight face.
The class guesses: Write A B C D or E on a slip of paper, sign your name, pass it to “the counter” who was
absent yesterday.
The teacher then asks: "Will the person with the real definition please stand up."
The winner: The student with the most correct answers. His or her team goes next.
Define these terms!
Feel free to add terms
from your textbook
Arabs, Arabic, Arabian
Desert, arid, arable,
aquifer, Almoravids,
Bedouin, bazaar,
Berber, barren,
Caravan, crossroads,
climate,
Desertification, drought,
dehydration,
Empire of Mali,
Famine, Fulani,
Gerbil, Herder, harmattan, Infertile, irrigation,
Livestock, Libyan
Desert, locusts, Mali,
Mansa Musa, Muslim,
Morocco, millet,
Mandingo, Moors,
North Africa, Nile, Niger,
Overgrazing, oasis,
Region, Sahel, sirocco,
Sundiata,
Timbuktu, Tropic of
Cancer, Tuareg, trade
route, thinly populated,
Vegetation, vast
a. Arid
is a dry region where there is
very little rainfall.
(Correct.)
b. Arid
is a region where there is a
great deal of rainfall. (Incorrect.
It is the opposite.)
c. Arid
is a region near the Equator
which is very windy. (Plausible,
but incorrect.)
d. Arid
is the foggy area of clouds
that surround a mountain peak.
It results from the high temperature at the summit and the low
temperature at the base.
(Plausible, but incorrect. We
made it up.)
a. Desertification
is the when you treat yourself to a
banana split. (Ah, the stupid answer.)
b. Desertification
is when an inland water body dries out.
(Plausible, but incorrect. This is the definition of desiccation.)
c. Desertification
is the use of underground water to irrigate an oasis. (Plausible, but incorrect.)
d. Desertification
is the theory that Earth's atmosphere is
gradually warming due to the buildup of
carbon dioxide and methane. (Plausible,
but incorrect. We made it up.)
e. Desertification
is the spread of desert conditions in arid
regions resulting from climate changes
and overuse of the land. (Bingo! This is
the correct definition.)
e. Arid
is a deodorant, much like
Ban and Dry Idea.
(True and bogus.)
page 131
6. The Rainforest
page 133
Group analysis
Lesson #77
How do people adapt to, modify, and depend upon the rainforest?
Interpret the Poster . . .
Village in the Rainforest
This lesson is designed to be used with our Village in the Rainforest poster. Please see page 3 for poster
pricing and details.
Class discussion to develop a geographic eye.
What's the first thing that strikes you about this scene?
Which of the 5 themes of geography jump out at you? (Interaction with the environment.)
1) Let's talk about LOCATION
Where are we?
(Central Africa. This country used to be called Zaire.
It's now called the Democratic Republic of the Congo. We'll call it the Congo for short!)
The Congo lies on what famous line of latitude?
(The Equator.)
2) Let's talk about PLACE
What physical features do you see?
(Hill, trees, reddish soil).
What cultural features do you see?
(Huts with thatched roofs.)
Judging from this scene, is the Congo poor?
Hint: Things are not always what they seem.
(No, it's a treasure chest of valuable minerals. The 1% elite profit from the mines. They live in Kinshasa, the
capital city.)
What habitat is this?
(Rainforest. Only 3 countries in the world have giant tropical rainforests - Brazil, Indonesia, and the
Congo. Most students have seen pictures of the Amazon Rainforest in Brazil. That rainforest is flat; this one
is hilly.)
What animals would you expect to find here?
(Gorillas, baboons, and chimpanzees.)
What Hollywood feature film was made about gorillas?
(Gorillas in the Mist starring Sigourney Weaver. It was a true story about Dian Fossey who spent a lifetime
studying gorillas in here. Gorillas are an endangered species. Poachers kill them and sell them for food.)
What can you tell about the climate?
A rainforest is rainy. What’s the difference between a rainstorm in your home town and rains in a rainforest?
(The water comes down in buckets.)
What movie has a scene with a tropical rainstorm?
(Romancing the Stone.)
Speculate: What is the Congo River like?
(Muddy: Gravity slides the soil down to the river. Wide: Torrential rains create a BIG river. Rapid-flowing:
The water rushes down steep hills. The Congo carries more water than any river, except the Amazon.)
page 134
3. Let's talk about INTERACTION WITH THE LAND
ADAPT: How have people adapted to the land?
(Built huts up the hillside.) 75% of the people are farmers.
MODIFY: How have people changed the land?
(Chopped down the trees to make room for houses and create farmland. In the Congo, 75% of the people
are farmers. To create farmland, they cut down the trees.) What do you call it when a forest is cut down?
(Deforestation.)
DEPEND: How do people depend on the land?
(The people farm for survival. They are subsistence farmers who can produce only enough to feed their
families. There is no surplus to sell on market day.)
A rainforest is never good farmland. Why?
(The soil is mineral poor. When you cut down the trees, heavy rains wash away the topsoil. The earth is
reddish-brown: all of the minerals have been washed away, except reddish iron.)
When the soil no longer grows food, what do villagers do?
(They move on to another spot and clear the forest. It is called slash-and-burn farming.)
What are the huts are made of - and why?
(Thatched roofs = swamp rushes or palm leaves.
The walls = mud and straw, baked into bricks.)
What sort of clothes are people wearing?
Hint: Western-style or traditional African? (Western.)
Considering peoples' clothes, what season is it?
(Summer. It's always summer on the Equator!)
4) Let's talk about MOVEMENT
Is this a road?
(No. It is a rut - created by heavy rains.)
How do villagers drive their cars up the hillside?
(They don't. Only 1% of the people own a car.)
Since no one has a car, how do people get to school, the market town, or capital city?
(By riverboat. Often there is no school. The Congo River is 3,000 miles long and is the world's 5th longest
river.)
Tourists do not visit the Congo to see the exotic wildlife. Why?
(It's not safe to travel. In 1994, there was a civil war in neighboring Rwanda and one million refugees fled to
Red Cross camps here. In 1997, a civil war erupted here. President Mobutu was overthrown by rebels. In
2001, the rebel leader was assassinated.)
What scary virus began in this rainforest?
(The Ebola virus began here - on the Ebola River.)
5. Let's talk about REGION
What do you call the region of Africa that lies along the Equator? (Equatorial Africa!)
page 135
page 136
page 137
Game
Lesson #78
The Five Themes of Geography
Geography
Jumble
Break into pairs. Examine
each fact. Using the
chart, categorize each
fact. When you are finished, play The Bell
Game, “Name that
Theme!”
More advanced:
Categorize facts from
your textbook or the
encyclopedia.
1.
2.
3.
4.
5.
1. Location
Exact location: What is the latitude and longitude?
Relative location: “It is northeast of such and such.”
2. Place
Physical features: Describe the land, rivers, mountains, climate.
Human features: Describe everything that is man-made!
3. Interaction
How people interact with the land, rivers, mountains, and climate.
How people adapt to, modify, and depend upon their surroundings.
Examples: Farm the land, dam the river to prevent floods, build ski
resorts in the mountains, pollute the air, wear wool clothing.
4. Movement
What people move into and out of this place? By what means?
What goods move into and out of this place? By what means?
What ideas move into and out of this place? By what means?
As a result of this movement, this place is connected to other places.
What places?
Example: Philadelphia and Phoenix are connected by football.
5. Region
A region is an area that has common physical or human features.
New England is a region with a common coastline, climate, history.
The Democratic Republic of the Congo lies on the Equator.
Kinshasa is the capital city. It is a modern city of 4 million people.
One-third of the country is covered by tropical rainforest.
Instead of using cars and roads, people travel by riverboat on the Congo River.
Tropical rainforests cover the north. Grasslands (savanna) cover the south.
Mountains (the highlands) cover the east.
6. Mining is the most profitable business in the Congo.
7. Minerals are exported to industries around the world.
8. The Congo River is the world's fifth longest river. It flows for nearly 3,000 miles
and ends up in the Atlantic Ocean. Sometimes it is called the Zaire River.
9. The Congo has a tiny coastline on the ocean, just big enough for a seaport.
10. It is 6,000 miles from New York City to Kinshasa.
11. The mining region is located in the southeastern corner of the country.
12. Kinshasa, the capital city, is about the same size as Chicago.
13. It's not easy shipping goods on the Congo River. There are waterfalls at
Kinshasa and Kisangani. Waterfalls are break-of-bulk points. Ships stop,
unload cargo onto railroad cars, then reload the cargo onto a new ship.
14. Minerals are moved by railroad to Angola, which has a seaport on the Atlantic
Ocean.
15. The rainforests have an incredible variety of gorillas, baboons, and chimpanzees.
16. The government has created national parks to prevent hunters from killing the
wildlife.
17. Unlike neighboring Kenya, the Congo does not attract tourists from around the
world. Tourists avoid the Congo because it is politically unstable.
18. The people of the Congo speak French. Belgium (a French-speaking country)
once owned the Congo. It seems strange that a tiny country once owned this
BIG country.
Of course, tiny England once owned the United States!
19. Wealthy young people go to college in Belgium.
20. Belgium is the Congo’s No. 1 trading partner.
page 138
The Answers
1. Location
2. Place
3. Place; Region
4. Movement
5. Region
6. Interaction
7. Movement
8. Place
9. Movement
10. Location
11. Region
12. Place
13. Movement
14. Movement
15. Place
16. Interaction
17. Movement
18. Region
19. Movement
20. Movement
A game to learn how to categorize.
A game for those students who learn best by doing.
A game to assess learning.
The Bell Game: Name that Theme!
The week before
Go to Office Depot or Office Max and buy 5 bells. You know:
You bop it to call for service.
Make 5 signs: LOCATION, PLACE, INTERACTION, MOVEMENT, REGION
Ask the school custodian for a wide table and 5 chairs.
A panel of “experts”
In the front of the classroom, place the table and chairs.
In front of each, place a sign and bell.
Ask for volunteers to sit as a panel of experts.
"You are responsible only for responding to facts which relate to your category."
The Reader
Choose a student to read the facts.
Explain: "When the reader read a fact which deals with your particular category, ring your bell."
The Answer Man
Choose a student to play this role. We suggest a boy or girl who has been absent.
Give the student the answer sheet.
Explain: "When a student rings the bell, you must say in a strong voice: 'That is correct' or 'That is incorrect.'"
How to begin
Ask students to test their bells.
"Do not ring your bell until the full statement has been read."
“If you engage in frivolous bell-ringing, another student will take your place.”
The Reader reads the facts, one by one.
The Answer Man states whether the answer is correct or incorrect.
What if several students ring their bells?
All the better!
Ask the class whether or not the incorrect answer is possible, based upon the student's explanation.
Keep in mind that when you enter higher levels of thinking, certain answers are going to be "in the ballpark"
and, therefore, acceptable.
More advanced
Using the same topic, read from the encyclopedia.
Ask students to explain their answers.
That is, exactly why does this fact relate to your category?
page 139
Mapping
Lesson #79
Use the map on page 136 or 137.
Break into pairs.
Give each a map, plus blue and red crayons.
As you read these stories aloud, students color their maps.
Color the Congo!
There are two countries with the name Congo.
Was the Congo once part of the Democratic Republic of the Congo?
(Yes - they split in 1960.)
Which Congo are we studying? (The BIG one.)
Find the little lake on the border between the Congo and Rwanda
Color it blue and label it: Lake Kivu.
The scene on the poster was shot near Lake Kivu. This is where "Gorillas in the Mist" was filmed.
Find the town of Bumba
Put a red dot northwest of Bumba.
This is the Ebola River, where the Ebola virus epidemic began.
Perhaps you saw the film "Outbreak!"
Find the town of Likasi
Can you see where the river begins - on the border between the Congo and Zambia?
In blue, trace the river from there through the following towns:
Kisangani, Bumba, Mbandaka, Kinshasa, Matadi . . . to the Atlantic Ocean.
Ever watch the film "The African Queen" starring Humphrey Bogart and Katherine Hepburn?
They floated down the Congo River.
Draw a red line across the river just south of Kisangani. This is Stanley Falls.
Draw a red line across the river south of Kinshasa. The river drops 800 feet in a series of 30 waterfalls.
Kisangani used to be called Stanleyville.
In 1869, a British newspaper reporter named Stanley went looking for Livingston - a British explorer who
had been missing for years. After walking from Tanga to Bujumbura, Stanley found Livingstone on Lake
Tanganyika. Stanley greeted him: "Dr. Livingstone, I presume?" On his way home, Stanley floated down the
Congo River. To his surprise, he nearly went over a waterfall that's higher than Niagara Falls!
Speculate: What do you suppose "the Congo" means in English? (Duh. It means river!)
Find Kampala
In red, put dots on the following cities: Libreville, Mbandaka, and Kampala.
Connect the dots with a dotted line.
What famous line of latitude is this? (The Equator.)
In your own words, what is Equatorial Africa? (The African countries that lie near the Equator!)
Can you name some countries in Equatorial Africa?
(The Congo, Democratic Republic of the Congo, Central African Republic, Sudan, Uganda, Rwanda,
Burundi, Tanzania, Zambia, Angola.)
page 140
Lesson #80
Lecture
Mapping
Outbreak!
The story of the Ebola virus
Use the map on page 136 or 137.
Underline Bumba
In 1976, a new virus suddenly appeared near Bumba - in a tiny village on the Ebola River. It was named
the Ebola virus, after the river in the rainforest. Of the 300 people living in the village, 274 died. Like malaria, the disease begins with a headache and fever, followed by diarrhea and vomiting. Blood pours from the
victim's eyes, ears, and nose. There is no vaccine or cure. Death comes in a few days. 90% of the people who contract the virus die. Scientists never found the origin of the virus.
Underline Uganda
In 1989, 100 monkeys carrying the Ebola virus were shipped out of Kampala.
Put a red star halfway between Kinshasa and Kananga. Label it: Kikwit.
In 1995, the virus appeared in Kikwit, a city of 600,000 people 350 miles east of Kinshasa. Rumor has it
that a farmer clearing land contracted the virus and went to Kikwit Hospital, where he died. All 20 patients
and health workers at the hospital were infected and died.
According to tradition, relatives of the victims washed the dead before burial. Since most homes do not
have running water and soap is a luxury, the relatives probably did not wash their hands.. The virus may
also spread through urine. People often urinate on the street. Children often go barefoot. The 350-bed hospital was nearly empty when health experts arrived to investigate. The more than 100 people who had been
exposed to the virus (relatives who had visited dying family members in the hospital) had returned to their
homes.
The Ebola virus is transmitted by blood. Like AIDS, it spreads when blood passes through a break in your
skin. Kikwit Hospital had no gloves. When health experts from the World Health Organization arrived, they
wore goggles, masks, gowns, and two pairs of disposable gloves. The experts tried to trace the whereabouts of the relatives, going street by street, asking possible victims to return to the hospital. Experts from
the Center for Disease Control in Atlanta flew into Kikwit. They took samples of the virus and returned to
Georgia.
To represent Kenge, put a red star halfway between Kikwit and Kinshasa
Government officials closed all the hospitals and told people to stay at home. Plane flights out of the city
were cancelled. A quarantine was issued, but no one was arrested for leaving the city. A nurse from Kikwit
Hospital became sick and went home to her village of Musango, 60 miles from Kikwit. She died, infecting
health workers in the hospital there. Other cases appeared in the villages of Yassa Bonga, Vanga, and
Kenge. Fortunately, the virus never reached Kinshasa, the capital city. It has a population of 4 million people!
Questions - Feel free to express your opinion.
1. Location:
Where's the spot where the virus began?
2. Place:
What creature spreads this disease?
3. Interaction: Farmers evict the disease-carrying creature. How?
4. Movement: People who contract the disease travel. By what means?
5. Region:
Which habitat produces the virus?
These are our guesses:
1. Lake Kivu (scene on the poster).
2. Monkeys.
3. Deforestation - cutting down the trees, where the monkeys live.
4. River and road.
5. Rainforest.
Chart
Game
Lesson #81
What's the weather like
in the rainforest?
Democratic Republic of the Congo
City: Kinshasa
Latitude: 4 degrees south (nearly on the Equator)
Altitude: 1066 ft above sea level
Near to Water: Atlantic Ocean
Direction of Wind: From the east
Type of Climate: Tropical (Wet)
Month
January
February
March
April
May
June
July
August
September
October
November
December
Rainfall
5"
6
8
8
6
0.3
0.1
0.1
1
5
9
6
Temperature*
79 degrees F.
80
80
80
80
76
73
75
78
79
79
78
*The maximum average daily temperature.
Analyze the climate and draw conclusions
Temperature
1. What general statements can you make about the temperature?
Rainfall
2. What general statements can you make about the rainfall?
3. New York City gets about 3 inches of rainfall every month of the year. Is this place the same?
4. If an inch of rain makes up to 30 inches of dry snow, then what is the maximum amount of snow this
place might have in January?
Seasons
5. Does this place have 4 different seasons?
Vegetation Zone
6. Judging from the weather, what vegetation zone would you expect to find here?
Hint: Tundra, forest, rainforest, grasslands or desert?
Type of Climate
7. What would you call this type of climate? Hint: Polar, tropical, desert, continental, marine.
Population
8. Judging from the weather, would you expect to find a large population living here? Why or why not?
Compare & Contrast
9. How is your climate similar or different? (Answers will vary.)
10. What U.S. state has a climate similar to this?
What if you lived here?
11. If you lived here, how would your life change? (Answers will vary.)
page 142
Does climate shape the way you live? You betcha!
Climate shapes the house you live in, the sports you play, what you eat, what you wear and how you have fun!
This is Your Life
Your new life: You have been chosen to spend a year as an exchange student in Kinshasa.
What will you be eating? What should you wear? What will the houses be like? What sports can you play?
Directions: Using the temperature and rainfall chart, circle the things that seem the most likely.
Example: If the climate is rainy in the spring, circle umbrellas and rainboots.
The CLIMATE
The CLIMATE shapes the way you live
Spring Summer
Fall
Winter
Spring
Summer
Fall
hot
cool
cold
hot
cool
cold
hot
cool
cold
hot cocoa
iced tea
hot soup
cold salads
ice cream
sandals
rainboots
snowboots
baseball cap
wool knit cap
sweater
heavy jacket
umbrella
sunglasses
mittens
earmuffs
cotton t-shirt
flannel shirt
car w/ sunroof
4wd jeep
fireplace
swimming pool
sundeck
warm rugs
soccer
ice hockey
snow skiing
basketball
skateboarding
snowboarding
go to movies
watch TV
play frisbee
ride your bike
go swimming
play Nintendo
go camping
hot cocoa
iced tea
hot soup
cold salads
ice cream
sandals
rainboots
snowboots
baseball cap
wool knit cap
sweater
heavy jacket
umbrella
sunglasses
mittens
earmuffs
cotton t-shirt
flannel shirt
car w/ sunroof
4 wd jeep
fireplace
swimming pool
sundeck
warm rugs
soccer
ice hockey
snow skiing
basketball
skateboarding
snowboarding
go to movies
watch TV
play frisbee
ride your bike
go swimming
play Nintendo
go camping
hot cocoa
iced tea
hot soup
cold salads
ice cream
sandals
rainboots
snowboots
baseball cap
wool knit cap
sweater
heavy jacket
umbrella
sunglasses
mittens
earmuffs
cotton t-shirt
flannel shirt
car w/ sunroof
4 wd jeep
fireplace
swimming pool
sundeck
warm rugs
soccer
ice hockey
snow skiing
basketball
skateboarding
snowboarding
go to movies
watch TV
play frisbee
ride your bike
go swimming
play Nintendo
go camping
hot
cool
cold
dry
dry
rainy rainy
snowy snowy
dry
dry
rainy rainy
snowy snowy
Winter
hot cocoa
iced tea
hot soup
cold salads
ice cream
sandals
rainboots
snowboots
baseball cap
wool knit cap
sweater
heavy jacket
umbrella
sunglasses
mittens
earmuffs
cotton t-shirt
flannel shirt
car w/ sunroof
4 wd jeep
fireplace
swimming pool
sundeck
warm rugs
soccer
ice hockey
snow skiing
basketball
skateboarding
snowboarding
go to movies
watch TV
play frisbee
ride your bike
go swimming
play Nintendo
go camping
page 143
Lecture
African Masks
1. Which regions of the world are noted for
their masks?
(Africa, Asia, the Pacific Islands, and Native
Americans of North America. In Ancient Greece,
masks were worn during dramatic performances.
Today, masks are still worn in traditional Japanese
drama.)
2. Why would African-Americans students be
interested in West Africa’s art and culture?
(African-Americans descend from the peoples of
West Africa.)
3. Art critics consider masks to be sculpture.
Art critics agree that Africa's greatest artwork is
sculpture. The finest sculpture comes from West
Africa. Peoples' faces and bodies are sculpted in
iron, stone, terra-cotta, beads, and ivory.
4. Ebony and Ivory
What is ivory? What is ebony?
(Ivory is the bone from an elephant's tusk.
Ebony is a hardwood tree.)
5. Traditional African masks are considered
works of art. How valuable are they?
(Nelson Rockefeller, heir to the Exxon oil fortune,
spent millions of dollars collecting African art.
Museums compete with each other to buy up traditional African masks. The Metropolitan Museum of
Art in New York City (the most famous museum in
the U.S.) has the greatest collection of African
masks.)
6. What are masks for?
(Masks are worn during religious and cultural rituals.
A masked person could be possessed by the spirits
represented by the masks. The spirits were often
ancestors of the village.)
7. What is a ritual?
(It is a religious or cultural ceremony where people
gather to celebrate an important event in their past or try to influence an event in the future. Since time
began, ancient civilizations have held rituals to call
upon supernatural forces to control and influence
nature.)
page 144
Lesson #82
A mask helps you cope
with the scary forest
West Africans regarded the forest as scary . . .
The people of West Africa lived in two worlds:
a) The Village: The village was a well-ordered society, where people tried to live a predictable life.
b) The Forest: But beyond the civilized village was
the forest! This was a wild and scary place, full of
animals the likes of which you see only behind barriers in zoos. In the forest, it was human beings who
were the endangered species!
Each mask has a special meaning.
Some masks are of gentle, peaceful villagers.
Some masks are of scary animals.
Some masks are realistic - like kings with realistic
features.
Some masks are abstract - they are symbols of
supernatural forces.
Describe a drama using masks . . .
The story would be about a villager entering the
rainforest.
Your peaceful mask would symbolize a calm person
from the village.
Your partner's mask and headdress could symbolize
a powerful and dangerous tiger or elephant.
An unspoken drama between you two would ensue.
Your mask would convey your emotions without
your having to speak.
Meanwhile your story would be accompanied by
music and dancing by other villagers.
Perhaps a third mask (the king) would appear at the
end of the drama.
Europeans also regarded the forest as scary. . .
West Africans believed that witches and other spirits
live in and controlled the forest.
What other cultures have believed in forest-dwelling
witches?
(The Europeans created lots of stories about witches who lived in the forest . . .
One cast a spell on Snow White.
One lured Hansel and Gretel to her house with the
intention of cooking them.
In Beauty and the Beast, an evil witch cast a spell
on the prince.
In Europe, witches always lived in the forest.
And trolls always lived under bridges!)
West Africans tried to influence forest spirits.
Unlike the Europeans, West Africans did not think of
witches being good or evil. They used 3 techniques
to prevent becoming the victims of a witch's whims.
(You know, like being turned into a frog.)
First, they used flattery - holding ceremonies to
honor the witches. After all, it worked on humans. If
you flatter a witch, she would not do bad things to
you.
Second, they held scary ceremonies wearing scary
masks to ward off witches.
By the way, elephants may be the most powerful of
animals, but they get scared, too. An elephant will
not cross an unfamiliar body of water. It does not
know how deep the water is or how slippery the bottom is. An inner bell goes off in its brain, "Warning!
Danger ahead!" This is why zoos put moats (not
fences) around elephants.
What kind of masks are found in the grasslands?
During the dry season, people wait and hope for the
rain to help their crops grow. Their masks represent
legendary ancestors whose spirits hasten the rainfall. Ceremonies are held to maintain good relations
between people and nature.
A mask is not a disguise
In West African cultures, a mask transforms you into
a mythical animal or supernatural power.
Ceremonies united people of a village into a community with a common culture and history. How so?
Each village of the kingdom had ceremonies that
brought together the community. People bonded
together during group activities like singing, dancing, drumming, and storytelling. Some, like the
Ashanti, had an oral tradition: stories were handed
down from generation to generation. This is how
children learned their peoples' history.
Third, they owned objects endowed with special
powers to ward off evil spirits.
What was the most typical village ceremony?
A ceremony to ensure that the crops would grow, so
that the village could feed itself in the coming
months.
What is it about a rainforest
that inspires scary stories?
(A rainforest is thick. The rainforest canopy is so
thick that the sunlight does not reach the forest
floor. Although the sun is shining in the village, it is
dark in the forest. A rainforest is full of scary animals. At night, the sounds are scary.)
A ceremony for teenagers
An initiation: At 13 or so, an educational retreat
was held for boys and girls to encourage them to
become productive citizens. Sometimes masks
appeared to greet the graduates.
Grasslands did not inspire scary stories. Why
not?
(A savanna - broad, open grasslands with lots of
sunshine - was not dark and scary. Unless you ran
into a herd of wild elephants or lions.)
The scariest mask in the village
In some West African cultures, one masked figure
was all-powerful. He was in charge of keeping
order among the people - and giving the death
penalty to those who committed major crimes.
page 145
Student Projects
Lesson #83
Compare . . .
Tell the legend . . .
Film: Tarzan, the Legend of Greystoke
Research: Use the encyclopedia.
M for masks, D for Drama/Greek drama, I for
Indian/American, M for Mexico.
Goal: Tell the story of the baby who grew up
alone in a rainforest.
It may sound hokey, but there's something about
the forest that inspires legends. The Europeans,
who were famous for writing legends about their
forests, went wild when they first saw Africa's
incredible rainforests. The most famous modern
European legend is Tarzan, a baby that grew up
alone in the rainforest.
Goal: Compare African masks with those of
other continents.
Writing: Examine the masks of other countries.
Read about them. Make a list: Country, Types of
Masks, Types of ceremonies. Turn it into a chart on
posterboard and teach the class.
Go to Blockbusters and rent the feature film Tarzan:
The Legend of Greystoke. Watch it at home. Select
parts from the beginning and end of the movie that
show Cameroon's rainforest. Teach the class: Show
the parts of the film, tell the legend, and explain
what is frightening about life in the rainforest.
Examine . . .
Explain the legend . . .
Film: Alex Haley’s Roots
Goal: Explain the legend of the African prince
who went out into the forest . . . and never came
back. What happened to him? What is a griot?
page 146
Research: Use the encyclopedia.
P for Picasso. Examine his paintings.
Goal: Picasso was influenced by African
masks. Can you see the resemblance?
Picasso was the the world's most famous artist. He
grew up in Spain, which had been ruled by the
Moors (the Almoravids of Morocco in North Africa)
for 700 years. Every art critic says Picasso was
influenced by West African art, especially masks.
What African influences do YOU see? Put your
answer on tape. Pass around the pictures.
Lesson #84
Is the Congo
rich?
Working in pairs, examine
each fact and decide
whether it is a strength,
weakness, opportunity, or
threat. Then play The Bell
Game, “Name that
Strength!”
Game
How to analyze a country’s economy
1. Strength
An industry that is already booming.
2. Weakness
This causes trouble for businesses.
3. Opportunity
If you take advantage of this, businesses will boom.
Example: A good transportation system.
4. Threat
If this gets worse, businesses will shut down.
Examples: Foreign competition, high taxes, crime, revolution.
MINING
1. Mining is the most profitable industry in the Democratic Republic of the
Congo. The Congo is a treasure chest of minerals: copper and industrial
diamonds are the most profitable. The Congo also has a wealth of cadmium,
cobalt, gold, diamonds, iron ore, manganese, silver, tin, uranium, and zinc.
2. The Congo has one of the largest copper deposits in the world.
3. The Congo is the world's No. 1 producer of industrial diamonds.
4. The Congo owns 60% of the world's cobalt. Cobalt is a rare mineral used in
the treatment of cancer.
5. Having an oil industry means the Congo is energy independent.
6. The Congo exports copper, cobalt, and diamonds to Western Europe.
7. In 1960 and 1977, rebels in the copper region of the Congo tried to secede
and form their own country.
8. The government crushed the revolt.
9. In the 1970s, the price of copper fell, causing a major disruption of the economy.
10. Because of minerals, the Congo may someday be one of Africa's richest
countries.
The Answers
1. Strength.
2. Strength.
3. Strength.
4. Strength.
5. Strength.
6. Strength.
7. Threat.
8. Strength.
9. Threat.
10. Opportunity.
11. Strength.
12. Strength.
13. Opportunity.
14. Opportunity.
15. Threat
16. Threat.
17. Strength.
18. Threat.
19. Strength.
MANUFACTURING
11. The Congo could become a major manufacturing country. With iron ore,
manganese and imported coal, the Congo could produce steel. Once you
have steel mills, you can produce cars, ships, and planes.
12. The Congo could turn its rubber trees into a tire industry.
13. Hydroelectric power plants could be built along the rushing Congo River.
The plants could provide cheap power to new industries.
14. The Congo has uranium and could build nuclear power plants.
15. The government of the Congo has encouraged banks in the U.S., Europe,
and Japan to invest in industry in the Congo. Despite low taxes and high
profits, many banks refuse to risk their money. They consider the Congo to
be politically unstable.
16. In recent years, the Congo has had civil wars. Business avoids violent
countries.
17. Despite the risk, some U.S. companies (General Motors, Ford, Goodyear
Tire, Gulf Oil) have invested in Congolese businesses.
18. The Congo imports goods from Belgium, Germany, France, and China.
19. The Congo exports goods to Belgium and the United States.
page 147
FARMING
20. Located deep in Central Africa, the Congo is Africa's third largest country.
It is one-fourth the size of the U.S.
21. The North: Northern Congo is covered by rainforest. The soil is poor in minerals. Heavy rains wash away the topsoil.
22. The South: Southern Congo is covered with grasslands. The soil is rich in
minerals, but there is no rain for several months of the year.
23. The East: Eastern Congo lies in the highlands. The soil is rich in minerals
and rainfall is plentiful. It is perfect for growing coffee.
24. In the Congo, only 3% of the land is suitable for farming. In the United
States, nearly 20% of our land is suitable for farming.
25. The government of the Congo has created national parks for the wildlife.
The parks are full of baboons, chimpanzees, gorillas, lions, crocodiles, and
hippopotamuses. During the 1960s, poachers made war on park rangers,
killing 23 rangers. This war killed the Congo’s tourist industry.
26. Most people live in farming villages. A village can have 20 people or several hundred people. Most farm families work by hand and cannot afford farm
machinery. A typical farmer makes $200 a year.
27. Subsistence farmers grow bananas, cassava, corn, peanuts, and rice. They
have no extra food to sell on market day.
28. Commercial farmers grow cocoa, coffee, tea, and cotton. They sell their
surplus on the world market and make a profit.
29. Farmers in the rainforest harvest timber, rubber, and palm oil.
TRANSPORTATION & COMMUNICATION
30. Every year, thousands of young men leave their villages and move to the
cities to get jobs.
31. Kinshasa, the capital and largest city, has 4 million people. It is as large as
Chicago.
32. Half of the people live in cities. This is an unusually high % for an African
country.
33. The Congo River is the nation's chief means of transportation. It flows
3000 miles to the Atlantic Ocean. The Congo is a wide river. At many
places it is several miles wide. Only the Amazon River carries more water.
34. Ships can navigate on the Congo River for 7,000 miles. Three-decker
steamships (carrying 1,000 people at a time!) travel up and down the river.
35. Most of the railroads are located in the mining region in the southeastern
corner of the Congo.
36. There are 26 airports in the cities and mining region. Twice a month, diamonds are flown out on a small plane to the International Diamond
Exchange in London, England.
37. The Congo’s seaport lies on the Atlantic Ocean.
38. Most roads are unpaved. In the rainy season, they turn to muck. Fewer
than 1% of the people own a car.
39. The countryside lacks bridges. It's not unusual for students to get to school
by canoe.
40. Communication is difficult: Only one out of 1,000 people have a telephone.
Only one out of 1,700 people own a TV. But one out of 10 own a transistor
radio.
page 148
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
Opportunity.
Weakness.
Weakness.
Strength.
Weakness.
Threat.
Weakness.
Weakness.
Strength.
Strength.
Strength.
Opportunity.
Strength.
Opportunity.
Opportunity.
Opportunity.
Opportunity;
Strength.
Opportunity;
Strength.
Weakness.
Weakness.
Weakness.
POPULATION
41. The Congo has 40 million people. The country can feed its people.
42. Out of every 1000 babies born, 100 die. This is an extraordinarily high
infant mortality rate.
43. 99% of the people are black, but there are 200 different ethnic groups. The
ethnic groups clash from time to time.
44. Children 6 to 12 years old are required to go to school. Only 50% of students go on to high school. Rural schools are so poor that students often
cannot pass the final exam and do not graduate.
45. 77% of the people can read and write. This is higher than neighboring
countries.
CULTURE
46. The people of the Congo had a long and sorrowful experience with the
Europe. In the 1500s, Portugal took over the country and enslaved hundreds of thousands. In the 1800s, Belgium took over the country and forced
people to work in the mines. In 1960, the people declared their independence. A civil war broke out, the president was assassinated and the economy was disrupted.
47. Since independence, the people of the Congo have switched from
European to African culture. European clothes and music have been
replaced by African dress and music. The new government changed the
names of rivers, mountains, towns and cities - from European names to
African names. Leopoldville (named after King Leopold of Belgium) was
renamed Kinshasa. Stanleyville (named after the explorer) was renamed
Kisangani. Today, the only relationship with Europe is trade.
48. The official language is French. The business language is Swahili. The village language depends upon the ethnic group. There are 200 ethnic
groups, so there are 200 local languages.
49. Soccer is the national sport. In the Congo (and the rest of Africa), soccer is
big business.
50. In 1997, rebels overthrew the government and renamed the country “the
Democratic Republic of the Congo.” In 2001, the rebel leader was assassinated.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
Opportunity.
Weakness.
Threat.
Weakness.
Opportunity.
Threat.
Strength.
Weakness.
Strength
Threat.
Name Changes:
The Kongo
1400-1885
Tiny Portugal ruled the country. They kidnapped hundreds
of thousands of people, sending most to be slaves in faraway Brazil.
The Congo
Free State
1885-1908
Tiny Belgium seized the country. The country was owned by
the King of Belgium (not a
nice guy). Belgian troops
forced people to work in the
mines. Despite the name, the
country and its people were
not “free.”
The Belgian Congo
1908-1960
Tiny Belgium owned the giant
Congo.
The Congo
1960-1971
Declared its independence
from Belgium. Became an
independent country.
Zaire
1971-1997
President Mobutu changed
the name of the country.
Mobutu ruled for a very long
time (1965-1997).
Democratic Republic of the
Congo
1997- present
Rebels overthrew President
Mobutu and renamed the
country. In 2001, the rebel
leader was assassinated and
his son (!) became President.
page 149
A game to learn how to categorize.
A game for those students who learn best by doing.
A game to assess learning.
The Bell Game: Name that Strength!
The week before
Go to Office Depot or Office Max and buy 4 bells. You know:
You bop it to call for service.
Make 4 signs: STRENGTH, WEAKNESS, OPPORTUNITY, THREAT
Ask the school custodian for a wide table and 4 chairs.
A panel of “experts”
In the front of the classroom, place the table and chairs.
In front of each, place a sign and bell.
Ask for volunteers to sit as a panel of experts.
"You are responsible only for responding to facts which relate to your category."
The Reader
Choose a student to read the facts.
Explain: "When the reader read a fact which deals with your particular category, ring your bell."
The Answer Man
Choose a student to play this role. We suggest a boy or girl who has been absent.
Give the student the answer sheet.
Explain: "When a student rings the bell, you must say in a strong voice: 'That is correct' or 'That is incorrect.'"
How to begin
Ask students to test their bells.
"Do not ring your bell until the full statement has been read."
“If you engage in frivolous bell-ringing, another student will take your place.”
The Reader reads the facts, one by one.
The Answer Man states whether the answer is correct or incorrect.
What if several students ring their bells?
All the better!
Ask the class whether or not the incorrect answer is possible, based upon the student's explanation.
Keep in mind that when you enter higher levels of thinking, certain answers are going to be "in the ballpark"
and, therefore, acceptable.
More advanced
Using the same topic, read from the encyclopedia.
Ask students to explain their answers.
That is, exactly why does this fact relate to your category?
page 150
Lesson #85
Lecture
Mapping
Kingdoms of the Rainforest
Color these famous kingdoms.
Use the map on page 112.
THE YORUBA KINGDOMS (There were three.)
The Ashanti
Nigeria and Benin
The Ashanti were a farming people who were
famous for their storytelling. Artisans worked in
wood, bronze, and gold. Ashanti chiefs were active
in the slave trade.
The Yoruba
Nigeria and Benin
From 1000 to the 1600s, the Yoruba people lived in
southwestern Nigeria and parts of Benin. The farmers grew yams. The artists were skilled woodworkers and ironworkers. Their earliest kingdom was
called Ife. Others include Oyo and Abeokata.
The Hausa
Nigeria and Niger
The Hausa lived in northern Nigeria and southern
Niger. Their society began in 1000 near the city of
Kano. It became organized into seven city-states.
Farmers grew cotton and peanuts. Artisans were
skilled builders, butchers, leatherworkers, weavers,
and blacksmiths.
THE KINGDOM OF OYO
Ghana, Ivory Coast, Togo, Benin.
Northern Nigeria and southern Niger.
By the late 1600s, this was a highly organized society:
It was divided into provinces, districts, and villages.
The Europeans established fortified warehouses
along Ghana's coast. At these warehouses slaves
from the interior were traded for European copper,
cloth, and guns. With the guns, the forest peoples
made war on each other. By tradition, whole villages
captured in war were enslaved.
THE KINGDOM OF BENIN
Southern Nigeria
This highly advanced rainforest kingdom existed
from the 1200s to the 1800s. It was ruled by an
Oba (king) who had a palace and royal court. Royal
artists made sculptures in brass and bronze. Royal
historians (known as griots) memorized the history
of Benin and passed it down to future generations.
In 1485, a Portuguese sea captain reached Nigeria.
The Portuguese loved the Kingdom of Benin
because they could buy gold and ivory. At first,
African princes studied in Portugal and Catholic
missionaries converted people to Christianity.
Things fell apart when Columbus "discovered"
America. In the Americas, there was a shortage of
people to work the land. The Portuguese kidnapped
people and sent them to work as slaves in the faraway rainforest of Brazil. Europeans found that
human beings brought bigger profits than gold and
ivory. They kidnapped millions to work on plantations in North and South America. Today, Nigeria
is the richest and most populous country in
Africa.
THE KINGDOM OF THE KONGO
Angola, Congo, and the Congo (Dem. Republic)
This kingdom arose in 1400 and lasted until 1700. It
was a Bantu-speaking kingdom. The Bantu people
originated in Nigeria and moved southward. (Some
Bantu peoples moved all the way to South Africa).
Draw the Congo River: Put red dots on Kisangani,
Kinshasa, to the Atlantic Coast. Connect the dots.
The people were experts in tropical farming and
ironworking. There was a shortage of farm laborers
and skilled workers in the Americas. The
Portuguese kidnapped 500,000 and carried them to
their giant colony of Brazil. The people left the rainforest of Angola and ended up in the rainforest of
Brazil.
page 151
Mapping
Lecture
Lesson #86
Why were Africans
enslaved?
Group analysis
Lesson #87
If you gave a problem to 5 different rock groups,
they'd each come up with a different song.
Color the map, using the map on page 106.
Africa was advanced
During the Middle Ages (500-1500) while Africa was
developing kingdoms, Europe was falling apart.
When the Roman Empire fell (300 A.D.), people
abandoned Europe's cities. When the Europeans
finally got their act together in the late 1400s, they
sailed to Africa and the Americas.
The New World created a demand for labor
Which European country lies closest to Africa and
the Americas? (Spain. In 1492, Columbus sailed
from Spain to the Canary Islands and then headed
west to the Americas.) Underline Spain and put an
X on the Canary Islands.
Native Americans proved unsuitable for labor
In the New World, the Europeans tried to enslave
Native-Americans. This worked only in Mexico and
Peru. Why? (The Aztecs and Inca were advanced
civilizations. People knew how to farm and construct
buildings. Coming from a highly organized society,
they were used to following Emperors Montezuma
and Atahualpa. They weren't happy about it, but
they followed the leadership of their new Spanish
rulers.)
Europeans sailed to Africa
In 1487, Vasco da Gama sailed around Africa.
Write Portugal on the country west of Spain. Put red
dots on the following places: Portugal's west coast,
Dakar, Monrovia, Pointe Noir, Walvis Bay, Cape
Town, Beira, Mombasa. Connect the dots with a red
line. Within a few years, the Portuguese and
Spanish landed at settlements along the coast, kidnapped people, and carried them in slave ships to
the Americas.
West Africans proved suitable for labor
Why did the Europeans enslave West Africa?
West Africa was the most advanced region of Africa.
The people were experienced farmers, ironworkers,
builders, butchers, leatherworkers, weavers, and
blacksmiths - all skills needed in the New World.
West Africa had a tradition of slavery?
When a village was captured in war, all of its residents were enslaved. But Guinea, the first and most
heavily enslaved region, never had a tradition of
slavery until the arrival of the Europeans.
page 152
Life is like a rock group
The teacher states the situation:
"West African societies were highly organized
and advanced in farming. Because of this
strength, they were kidnapped to work in the
Americas!”
Break into 5 groups and take on a name.
Do research about the problem.
Then present your side of story.
Discuss the situation in class - giving each group
time to present its views.
Team #1: The Factoids
Present the facts and only the facts. No opinions
whatsoever.
Team #2: The Emotionals
Present only your reactions -emotions and feelings
- to the problem.
Team #3: The Boomers
Analyze the situation - describing all the positive
facts and consequences.
Team #4: The Busters
Analyze the situation - describing all the negative
facts and consequences.
Team #5: The Outrageous Ones
Think creatively . . . Come up with a new way of
looking at the situation that stuns everyone.
Lesson #88
Game
Can you think of a term from A to Z?
The ABCs of the Rainforest
Step
Step
Step
Step
Step
#1:
#2:
#3:
#4:
#5:
Recall
Define
Rap
Individuals
Teams
Without this sheet, go around the room. Can you remember one term, from A to Z?
Go to the library and define each term.
Using these terms, write a “Rap.” Perform it for the class.
Without this sheet, go around the room. “A is for . . .” Move to the head of the class.
Break into two teams. One point for a term; two points for defining the term.
Ancestors
Belgium, Belgian Congo, break-of-bulk point
Congo River, Central Africa, canopy, cobalt, civil war, cassava
Deforestation
Equatorial Africa, ebony, elite, epidemic, endangered species
Fossey, Diane
Griot
Hydroelectric power
Ivory, initiation, International Diamond Exchange
Jazz
Kinshasa, King Leopold of Belgium
Low Africa
Mineral, mudbrick, malaria, mahogany
Navigable
O
Poacher, political instability
Quarantine
Rainforest, refugee, republic, rebel, ritual
Slash-and-burn farming, subsistence farming, subsaharan Africa, Stanley & Livingstone, Stanley Falls
Thatched roof, topsoil, torrential rains, tropical climate
University of Kinshasa
Virus
Watershed
X marks the spot - Kinshasa is the capital of the Democratic Republic of the Congo.
Year - In 1960, the people of the Congo declared their independence from Belgium.
Z
page 153
Game
Lesson #89
Once upon a time, my students took the annual end-of-the year state test.
"How did you do?" I asked the class.
"Not so hot," said Preston. "They don't write the questions the way you do, Mrs. Brown."
From that day forward, I knew the kids had to learn the logic of a multiple-choice test.
Can you speak rainforest?
The goal: To learn terms and understand the logic of a multiple-choice test.
The day before: Go to the school library. Break into teams of five. Use the dictionaries and encyclopedia.
Student A writes the correct definition straight from the dictionary.
Student B dreams up the exact opposite of the real definition.
Student C dreams up a plausible wrong answer.
Student D dreams up a really plausible wrong answer.
Student E invents a truly stupid answer. (Hey, this is what makes the kids pay attention.)
Each team does this for all the terms checked below.
How to play: Back in class, place one table with 5 chairs and 5 stand-up cards that read A B C D or E.
Each student stands up and reads his/her “definition” with a straight face.
The class guesses: Write A B C D or E on a slip of paper, sign your name, pass it to “the counter” who was
absent yesterday.
The teacher then asks: "Will the person with the real definition please stand up."
The winner: The student with the most correct answers. His or her team goes next.
Define these terms!
ancestors
break-of-bulk point
canopy
Central Africa
cobalt
civil war
Congo River
deforestation
ebony
elite
epidemic
Equatorial Africa
griot
hydroelectric power
ivory
jazz
Kinshasa
malaria
navigable
poacher
quarantine
rainforest
refugee
slash-and-burn farming
Stanley Falls
subsistence farming
supernatural
Swahili
thatched roof
topsoil
torrential rains
tropical climate
watershed
a. Deforestation
is when you go to Blockbusters and find
that all 20 copies of your favorite movie
have been rented out. (This is the stupid answer.)
a. Break-of-bulk point
is when a ship is loaded to the
maximum. If more weight were
added, the ship would capsize.
(Sounds plausible, but no cigar.)
b. Deforestation
is the spread of desert conditions in arid
regions resulting from overgrazing,
removal of vegetation, or cultivation of
marginal land.
(Plausible: Sounds true, but is false.
This is the definition of desertification.)
b. Break-of-bulk point
is the point beyond which a person
should not consume more oatmeal
or bran muffins. (If you believe
this, you are full of prunes.)
c. Deforestation
is the destruction and removal of forest
and its undergrowth by natural or human
forces.
(Yahoo! This is the correct definition.)
d. Deforestation
is the careful use and protection of
Earth's forest resources to hinder waste
or loss.
(Plausible: Sounds true, but is false. It
is the definition of environmental protection.)
e. Deforestation
is the upper limit of where trees can
grow on mountains.
(We could not find an opposite.
Plausible: Sounds true, but is false. It is
the definition of "treeline.")
c. Break-of-bulk point
is a port where a ship's cargo must
be unloaded, broken into smaller
loads, and put onto trucks, trains,
or smaller ships to be distributed
inland.
(You betcha. This is the real definition.)
d. Break-of-bulk point
is when a cargo ship is so overloaded it cannot enter a shallow
river or canal.
(Sounds plausible, but we made it
up.)
e. Break-of-bulk point
is when a ship's captain and crew
can no longer stand being in the
presence of Bulkheads.
(Clever, but this is not South Park.)
7. The Savanna
page 155
The story of the savanna.
Interpret the Photo . . .
Mt. Kilimanjaro
Use the photograph found at http://www.exodus.co.uk/picfiles/vxhh.html.
Class discussion to develop a geographic eye.
What's the first thing that strikes you about this scene?
Is this how you imagined Africa?
(Much of Africa is savanna, not rainforest.)
What do you already know about Mt. Kilimanjaro?
Which of the 5 Themes of Geography jump out at you?
1. Let's talk about LOCATION
Where are we? (Tanzania in East Africa.)
Mt. Kilimanjaro lies on the border of 2 countries? What are they? (Tanzania and Kenya.)
Mt. Kilimanjaro is near what famous line of latitude? (The Equator.)
2. Let's talk about PLACE
What is unusual about Mt. Kilimanjaro's elevation?
(It is the highest mountain in Africa.)
Speculate: What is the temperature at the base?
(Warm. Lions like warm weather.)
Speculate: What is the temperature at the summit?
(Cold. The mountain is snowcapped.)
Mt. Kilimanjaro lies near the Equator.
How can it be snow capped?
(There is always snow on the tops of high mountains.)
Mt. Kilimanjaro is 20,000 feet high.
It is 75 degrees at the base. What is the temperature at the summit?
Hint: For every 1,000 feet you go up, the temperature drops 3 degrees.
(20,000/1,000 = 20
20 x 3 degrees = 60 degrees.
75 degrees - 60 degrees = 15 degrees at the top!)
In your own words, what is a savanna? (Grasslands.)
What part of the U.S. has grasslands like this?
(The Great Plains. Midwesterners call it the prairie.)
The height of grass tells you what?
(The amount of rainfall. Tall grass means lots of rain; stubby grass means little rain has fallen.
How much rainfall does this region get?
(Little to medium.)
page 156
What do you call a place with little rainfall?
Hint: It is the name of a deodorant.
(Arid. This region is semi-arid.)
What do you call it when there is so little rainfall that the grasslands turn into desert? (Desertification.)
Does the base of the mountain look wet or dry? How can you tell? (Dry; the grass looks dry.)
How can there be dry land at the base, yet snow on the mountain?
(A high mountain is in the clouds. The clouds are full of moisture. When it rains, the water comes down as
snow, because the temperatures are so low.)
Why is there mist surrounding the mountain?
The temperature on the summit is cold, but the
temperature at the base of the mountain is hot. The difference in temperatures creates mist.)
Would you describe this region as urban or rural? (Rural = in the countryside. Not urban = in the city.)
3. Let's talk about INTERACTION
Game Preserves
There is little rainfall here, so people do not farm.
How do they make a living?
(Men are herders of livestock goats and cattle.)
Won't lions eat their goats and cattle?
Hint: How does the government prevent wild game from attacking the livestock?
(The government of Kenya created a game preserve. Every year, thousands of tourists visit this spot. On
photographic safaris, they snap photos of Mt. Kilimanjaro and its wildlife. This is big business for Kenya’s
economy.)
Coffee and Tea Plantations
What crop can you grow on a mountain slope near the Equator? Hint: What does Juan Valdez grow?
(Coffee.)
5. Let's talk about REGION
Mt. Kilimanjaro lies in the Great Rift Valley.
What is the Great Rift Valley?
(It is most striking geographical feature in Africa. It runs from the Red Sea to Zambia. It splits Africa into two
parts - High Africa and Low Africa. Africa’s most spectacular scenery is in the Great Rift Valley = Mt.
Kilimanjaro, Lake Victoria, Victoria Falls, Lake Tanganyika.)
What is a rift?
(A fault like California’s San Andreas fault. It creates volcanoes and earthquakes.
Mt. Kilimanjaro does not have a sharp peak. Why?
(It is a volcano that erupted and blew its stack!
Kilimanjaro is an extinct volcano. It will probably never erupt again.)
What does Mt. Kilimanjaro have to do with . . .
Location? Place? Interaction? Region?
page 157
page 158
page 159
Research
Lesson #91
If you think you could never go to Africa, think again!
Thousands of young people have travelled to Africa by working for the Peace Corps.
What if you lived at the foot of Mt. Kilimanjaro?
Break into pairs and find the answers in the library.
Alternative: Break into 7 groups, each with a separate section.
LOCATION: Where are you located?
1. Latitude & Longitude: Using an atlas, find a physical map of Africa. Find Mt.
Kilimanjaro: What is its latitude and longitude?
2. Map Scale: Estimate the distance between Mt. Kilimanjaro and the Equator.
3. Map Scale: Estimate the distance between Mt. Kilimanjaro and Lake
Victoria.
4. Map Scale: If you were standing atop Mt. Kilimanjaro, what ocean lies 200
miles to the east?
5. Map Scale: You live in a village 50 miles northeast of Mt. Kilimanjaro. In
which country do you live?
6. Capital: If you were to visit Kenya's capital, to which city would you go?
7. Direction: If you were going to walk from Mt. Kilimanjaro to Kenya’s capital,
in which direction would you walk?
8. Map Scale: Estimate the distance between Mt. Kilimanjaro and Nairobi.
9. Seaport: If you were to travel to Kenya's major seaport, to which city would
you go?
10. Direction: You hitch a ride on a wagon to travel to Nairobi. In which direction do you go?
PLACE: What is unusual about your new homeplace?
11. Elevation: Using the back cover of your atlas, list the highest mountain on
each continent (Africa, Asia, Europe, North America, and South America). Is Mt.
Kilimanjaro among the top five mountains?
12. Temperature: Using the encyclopedia, look under "Africa.” Find the map
with temperatures: What is the average temperature in Kenya in January? In
July?
13. Elevation: It is 80 degrees in your village at the foot of Mt. Kilimanjaro. You
climb to the top of the mountain, which is almost 20,000 feet high. As you climb
1,000 feet, the temperature drops 3 degrees. So how cold is it at the top of Mt.
Kilimanjaro? If you're stumped, ask your math teacher.
The Answers
1. 4 South latitude,
37 East longitude.
2. Approx. 250 miles.
3. Approx. 300 miles.
4. The Indian Ocean.
5. Kenya
6. Nairobi
7. northwest
8. Approx. 250 miles.
9. Mombasa
10. Southeast
11. Africa - Mt. Kilimanjaro
Asia - Mt. Everest
Europe - Mt. Elbrus
N. Am - Mt. McKinley
S. Am - Mt. Aconcagua
12. January - 70
July - 80 degrees.
13. 80 - 60 degrees = 20
degrees at the top of Mt.
Kilimanjaro. This is below
freezing!
14. Lakes: Using the encyclopedia, look under "Lake Victoria.” Is it the largest
lake in Africa?
15. Rivers: Using the atlas. Which famous river begins at Lake Victoria and
ends in Alexandria, Egypt?
16. Lakes: Using the atlas. Lake Victoria borders on 3 countries - what are
they?
17. Lakes: Using the atlas. Which lake forms the western border of Uganda?
18. Lakes: Using the atlas. Which lake forms the western border of Tanzania?
19. Lakes: Using the atlas. Which lake forms the northwestern border of
Mozambique?
20. The Great Rift Valley: Using the encyclopedia. The Great Rift Valley is a
series of valleys from the Nile River to Lake Victoria and Mt. Kilimanjaro to Lake
Nyasa and the Zambezi River. How far does the Great Rift Valley run?
14. Yes.
15. The Nile River.
16. Kenya, Uganda, and
Tanzania.
17. Lake Albert.
18. Lake Tanganyika
19. Lake Nyasa
20. 4,500 miles.
21. True.
22. Shifting tectonic plates
under the earth.
23. True.
24. Semi-arid.
25. 10-30" of rain.
26. Answers will vary,
depending upon where
you live.
27. sandals, cotton tee shirts,
dresses, and shorts.
28. Baobab and Acacia.
29. Thatched roof, dirt floor,
and mud walls.
21. The Great Rift Valley: Does this valley have some of Africa's most spectacular scenery, including lakes and volcanoes?
22. The Great Rift Valley: This valley is like the San Andreas fault in California.
The valley was formed by what?
23. The Great Rift Valley: True or False? The earliest man known lived here.
INTERACTION: How do you adapt to your new village?
24. Climate: In the encyclopedia under "Africa,” find the climate map. What
type of climate does your village have? Remember: Your village is 50 miles
northeast of Mt. Kilimanjaro.
25. Rainfall: In the encyclopedia under “Africa,” find the precipitation (or rainfall)
map. How many inches of rain fall on your village in Kenya each year?
26. Rainfall: In the encyclopedia under "United States,” find the precipitation (or
rainfall) map. How many inches of rain fall on your state each year?
27. Clothing: In the encyclopedia under "Kenya,” find the paragraph on
"Clothing.” Considering the climate, what sort of clothes and shoes would you
wear in yourvillage?
28. Vegetation: In the encyclopedia under “Kenya,” find the paragraph on
"Trees and Vegetation.” What type of trees grow here?
29. Housing: In the encyclopedia under “Kenya,” find the paragraph on
“Housing.” These trees (and dirt) are your only building materials. Describe the
new house you are building. Describe the roof, floors, and walls. Of what are
they made?
page 161
30. Climate Shapes Housing: Considering the temperature, describe the inside
of your new home, including the windows, number of stories, porches, furniture,
and appliances.
31. Savanna: Using the encyclopedia, look under “savanna.” Your village lies in
this habitat. Define savanna.
32. Savanna: Using the encyclopedia, look under “United States.” Find the
“Vegetation” map. Which region of the U.S. has the same vegetation as your
African village?
33. Land: Using the encyclopedia, look under “Kenya.” Find the map of “Land
Regions.” In Kenya, is the majority of the land on the coastal, plains, or highlands?
INTERACTION: How do you depend upon your environment?
34. Farming: Using the almanac, look under “Kenya.” Like most villagers, you
decide to raise something on the land. List 3 crops you will grow.
35. Wildlife: Using the encyclopedia, look under “Kenya.” Find the paragraph
on “Animal Life.” The people of your village depend upon tourists who go on
photographic safaris in your region's game preserve. Name 3 wild animals that
tourists would be likely to see.
36. Population: Using the almanac, look under “Kenya.” What is the population
of your country?
37. Population: Kenya is roughly the same size as France. Using the almanac,
look under “France.” Which country has the larger population?
38. Urbanization: Using the almanac, look under "France.” What % of people in
France live in cities?
39. Urbanization: Using the almanac, look under "Kenya.” What % of people
live in cities?
40. Population Density: Using the encyclopedia, look under "Kenya” and
“France.” What is the population density in each country? (How many people
live per square mile?) Which country is more crowded?
41. Using the encyclopedia, look under “Kenya.” Find the paragraph on "Way
of Life.” If you were to live with a typical family, how many children would be in
the family?
42. Using the almanac, look under “Kenya.” What % of the land is arable?
(Suitable for farming.)
page 162
30. Large windows, one story,
porches and fans (if you
have electricity).
31. Grasslands or plains.
32. The Great
Plains.
33. Plains.
34. Coffee, corn, tea, cattle.
(Not tropical rainforest
crops like bananas.)
35. Lion, giraffe, zebra, cheetah, elephant, hyena,
jackal, leopard, antelope.
(Not tropical animals like
monkeys.)
36. 29 million.
37. France has 59 million
people. Twice as many
as Kenya.
38. 74% urban; 26% rural.
This is typical of a developed country.
39. 30% urban; 70% rural.
This is the reverse of
France. This is typical of
a developing country.
40. Kenya: 128 persons.
France: 279 persons.
France is more crowded.
41. Six children.
(Seven, including you!)
42. Only 7% of the land is
suitable for farming (compared to 20% in the
U.S.).
INTERACTION: How would you change your environment?
43. Farming: Use your imagination. What would you do to bring more water to
your village farmland?
44. Bodies of Water: Using an atlas, what is the nearest body of water?
43.
44.
45.
46.
47.
48.
49.
45. Drinking Water: Use your imagination. Your village is desperate for clean
drinking water. What could you do to purify the water?
50.
MOVEMENT: What if you decide to move on?
46. College: Using the encyclopedia, look under “Kenya.” Find the paragraph
on “Education.” Suppose you want to go to the university? What is the nearest
city that has a university?
47. Language: Using the almanac, look under “Kenya.” What are the two official languages?
48. Seaport: Using the atlas, find Kenya’s biggest seaport. If you want to
become a sea captain, where’s the port?
51.
52.
53.
54.
55.
56.
57.
An irrigation canal.
Lake Victoria.
A water treatment plant.
Nairobi - The University of
Nairobi, or Kenyatta
University.
Swahili and English.
Mombasa.
Coffee, tea, refined
petroleum (the crude oil
comes from Zaire) products.
Uganda, U.K. (England),
Tanzania.
270,000 cars for 29 million people.
Only 18 tvs.
Merchants and
traders of the region. NO.
Kenya is Christian;
Somalia is Muslim.
Herding.
Mt. Kilimanjaro,
Lake Victoria, savanna,
and the Great Rift Valley.
The Great Rift Valley
because it created the
volcanoes and lakes.
49. Exports: Using the encyclopedia, look under “Kenya.” Find the paragraph
on "Foreign Trade.” Which products does your country export?
50. Trading Partners: Using the almanac, look under “Kenya.” List your country's major trading partners.
51. Transportation & Communication: Using the almanac, look under “Kenya.”
There are how many cars in Kenya?
52. Transportation & Communication: Using the almanac, look under “Kenya.”
For every 1,000 people, there are how many televisions?
REGION: Kenya lies in East Africa
53. Language: Using the encyclopedia, look under “Swahili.” Who invented
Swahili? Is this the language of East Africa?
54. Religion: Using the encyclopedia, look under “Kenya” and “Somalia.” What
is the religion of the majority of people in each country?
55. Livelihood: Using the encyclopedia, look under “Kenya.” Find the paragraph
on “Economy.” What do most people of this region do for a living?
56. Landscape: What are the four most outstanding geographic features of this
region?
57. Speculate: Of all of these geographic features, which do geographers consider the most outstanding?
page 163
Mapping
Lesson #92
The Great Rift Valley
Writing Activity
Lesson #93
Write a story called "The Legend of the Leopard"
home of Africa's most spectacular scenery.
Use the map on page 158.
Follow the directions and color the map.
Make a legend to explain what each color means.
Legend of the Leopard
Label the map: Where is Mt. Kilimanjaro?
Label the bottom of the map: The Great Rift
Valley!
In 1935 American novelist Ernest Hemingway wrote
a story, "The Snows of Kilimanjaro," about his trip to
East Africa. The story tells of a writer who contracts
gangrene and dies at the foot of Mt. Kilimanjaro.
Everybody knows about the San Andreas fault in
California. (You know, the line along which earthquakes occur.) Well, now you are going to draw
another great fault - Africa's Great Rift Valley.
Red star for Mt. Kilimanjaro
Put a red star directly south of Nairobi . . .
on the border of Kenya and Tanzania.
This is Mt. Kilimanjaro.
The most famous passage in the story reads:
Kilimanjaro is a snow-covered mountain
19,340 feet high, and is the highest mountain in
Africa. Its western summit is called the Masai
Ngaje Ngai - "The House of God." Close to the
western summit there is the dried and frozen carcass of a leopard. No one has explained what the
leopard was seeking at that altitude.
Draw a red line
From Lake Nyasa, Lake Tanganyika, Lake Victoria,
Mt. Kilimanjaro, Lake Turkana, Djibouti, through the
middle of the Red Sea, to Turkey.
This is the GREAT RIFT VALLEY.
Neither the writer nor the leopard ever made it to
the top of Mt. Kilimanjaro. Both tried to climb it, but
neither was suited to its high elevation.
Draw the Equator
Put green dots on the following places:
Libreville, Gabon. . . Kampala, Uganda. . . just
south of Mogadishu, Somalia.
Connect the dots with a green line.
This is the Equator.
Write a story called
"The Legend of the Leopard"
to explain why the leopard climbed the mountain.
Color the lakes blue
Lake Victoria, Lake Turkana, Lake Tanganyika,
Lake Albert, and Lake Nyasa.
Draw the Nile River
Put an orange dot on the following places:
Kampala, Uganda
(The Nile actually begins at Lake Victoria.)
Lake Albert
Khartoum, Sudan
Aswan, Egypt
Cairo, Egypt
Alexandria, Egypt
Connect the orange dots with an orange line.
This is the NILE RIVER..
(p.s. The Blue Nile runs from Addis Ababa to Khartoum.)
page 164
What do you suppose the man and leopard were
seeking at that altitude?
1. Bring in a picture of yourself.
2. In the hallway, array the photos around the
poster. Use yarn to connect them to the poster. Put
the photos in pairs, since 2 students will write one
story.
3. The story: How you both climbed the mountain
and solved the mystery.
4. The action: What's it like at the foot of the mountain? As you go up, what changes do you undergo?
What do you depend on for survival?
5. The ending: Is this a surprise ending? A
tragedy? A comedy?
Lesson #94
Group analysis
Interpret the Poster . . .
Nairobi
This lesson is designed to be used with our Nairobi poster. Please see page 3 for poster pricing and other
details.
Class discussion to develop a geographic eye.
What's the first thing that strikes you about this scene?
Is this what you imagined Africa to look like?
(Africa has modern cities!)
Are we looking at an urban or rural scene?
(Urban means city. Rural means in the countryside.)
1. Let's talk about LOCATION
Nairobi lies in what country? (Kenya)
What famous line of latitude runs through Kenya? (The Equator.)
2. Let's talk about PLACE
What's special about Nairobi?
(It is the capital of Kenya. It is also Kenya's primate city = the biggest and most important city in Kenya.)
What cultural features can you see in this shot?
(Architecture, vehicles, clothing.)
Which building has traditional architecture?
(The building with the cone-shaped roof. Thatched huts in the countryside have roofs shaped like this.)
Why do you suppose the government of Kenya built a traditional-style building in the heart of the
capital?
(Kenya's people are proud of their heritage.)
The hut-shaped building is part of the Jomo Kenyatta Conference Center.
Speculate: Who was Jomo Kenyatta - to have such an important building named after him?
(He was the first President of Kenya. Their “George Washington.” In 1963, Kenya became an independent
country. Before that, it was a colony of the British Empire.)
The British ruled Kenya from 1895 to 1963.
Is there anything in this scene that might remind you of London, England?
(The clock tower reminds us of Big Ben in London.
The clock is part of Kenya's Parliament - the main government building.)
Are the people in this scene wearing Western or traditional African clothes?
(Western. In African cities, most people dress Western.)
What do you call it when a country adopts the language, dress, architecture, and political system of another
culture?
(Acculturation.)
page 165
3. Let's talk about INTERACTION
Speculate: What are people's clothes made of?
Hint: Kenya lies on the Equator.
Hint: What are your summer clothes made of?
(Cotton. Kenya grows it and has its own textile mills.)
4. Let's talk about MOVEMENT
The British ruled Kenya for 70 years.
Speculate: What is the official language?
(English. The government, courts, and universities operate in English.)
The national language is Swahili.
Swahili is the only language taught in school.
It was invented long ago by African merchants.
Why do you suppose they needed a common language to conduct business?
Hint: Kenya has 40 different ethnic groups.
(Each ethnic group has its own local language. If your customers speak 40 different languages, you would
have difficulty selling your products. It is better to invent one language that all can speak and understand.)
How many languages can you speak? Do you know anyone who can speak 3 languages?
(If you lived in Kenya, you would have to speak Swahili in school, English at college, and the local language of your ethnic group.)
What sort of vehicles are people driving?
Where do you suppose they are made?
(Kenya’s trading partners are: England, Japan, Germany and the United States.)
5. Let's talk about REGION
Kenya was once part of the British Empire. We should identify with Kenya. Why?
(Because the U.S. was once a colony of the British Empire.)
What does Nairobi have to do with . . .
Location? Place? Interaction? Movement? Region?
page 166
Lesson #95
Graphic organizer
Buildings
Nations use symbols to identify themselves and express their ideals.
Here are two examples . . .
THE UNITED STATES
Symbol Name The Statue of Liberty.
1. Where
United States. In New York City’s harbor.
2. What
A woman holding a torch welcomes ships as they sail into the harbor.
3. Why
To welcome immigrants to America. Ships sailed past it on their way to Ellis Island.
4. Identity
The statute identifies our nation as being . . .
“A home for the homeless.” “A land of opportunity.”
5. Ideals
The statue expresses what ideals?
“We welcome immigrants from other lands.”
SYDNEY OPERA HOUSE
Symbol Name Sydney Opera House.
1. Where
Australia. In the harbor of Sydney, Australia’s busiest seaport.
2. What
Shaped like a ship, it has wild white shells that resemble billowing sails.
3. Why
To celebrate Australia’s 200th birthday. Australia, an island, is a seafaring nation.
4. Identity
The opera house identifies Australia as being . . .
“A proud, seafaring nation.”
5. Ideals
What ideals does this structure express?
“We honor our European heritage and culture. (Europe invented opera.)
2. What?
3. Why?
1. Where?
Jomo Kenyatta
Conference
Center
4. IDENTITY
5. IDEALS
page 167
Game
Lesson #96
The Five Themes of Geography
Geography
Jumble
Break into pairs.
Examine each fact.
Using the chart, categorize each fact. When
you are finished, play
The Bell Game, “Name
that Theme!”
More advanced:
Categorize facts from
your textbook or the
encyclopedia.
1. Location
Exact location: What is the latitude and longitude?
Relative location: “It is northeast of such and such.”
2. Place
Physical features: Describe the land, rivers, mountains, vegetation, climate.
Human features: Describe everything that is man-made!
3. Interaction
How people interact with the land, rivers, mountains, and climate.
How people adapt to, modify, and depend upon their surroundings.
Examples: Farm the land, dam the river to prevent floods, build ski
resorts in the mountains, pollute the air, wear wool clothing.
4. Movement
What people move into and out of this place? By what means?
What goods move into and out of this place? By what means?
What ideas move into and out of this place? By what means?
As a result of all this movement, this place is connected to other places.
What places?
Example: Philadelphia and Phoenix are connected by football.
5. Region
A region is an area that has common physical or human features.
New England is a region with a common coastline, climate, and history.
1. Kenya lies east of Lake Victoria.
2. Nairobi, the capital, is one of Africa's most modern cities.
3. The Equator runs through the middle of Kenya.
4. Most of people live in in the cool highlands where the temperature is 70 degrees.
5. A railroad runs from Mombasa to Nairobi to Lake Victoria.
6. Kenya’s wealthiest region lies along this railroad.
7. Kenya borders the Indian Ocean.
8. In Kenya, there is one doctor for every 6,000 people.
9. Kenya lies south of Ethiopia.
10. Kenya is one of the few countries in Africa to benefit from its African wildlife.
11. Each year, a half a million tourists visit its game preserves.
12. Nairobi is a modern city, but 70% of Kenyans live in the countryside.
13. English is the official language of the government and the university.
14. Kenya was once a colony of the British Empire.
15. Swahili is the official language of schools, grades K-12. It is the only language taught in public schools.
16. Swahili was created long ago by traders who travelled throughout East Africa. They needed a common
language to do business.
17. Kenya is the same size as Texas.
18. Like Texas, Kenya has prairie grasslands called savanna.
19. Mombasa is Kenya's main seaport.
20. The Masai are herd livestock on the savanna.
21. Soccer is the most popular sport in Kenya.
22. Kenya lies along the Great Rift Valley, a fault like California’s San Andreas fault.
23. Northern Kenya is semi-desert. It is too dry for farming.
24. Southern Kenya lies in the cool highlands. It has good soil and adequate rainfall.
25. There, planters raise tea and coffee on giant plantations.
26. The tea and coffee is exported to countries around the world.
27. The cool highlands are the center of everything: Nairobi, manufacturing and farming.
28. Only 7% of Kenya’s land is arable; nearly 20% of land in the U.S. is arable.
29. In recent times, the family structure in Nairobi has broken down. As many as 50,000 children roam the
streets of the capital city.
30. Tourists visit the seaport of Mombasa for rest and relaxation.
31. Mombasa lies in a tropical rainforest.
page 168
The Answers
1. Location
2. Place
3. Location
4. Interaction
5. Movement
6. Region
7. Location
8. Place
9. Location
10. Place
11. Movement
12. Interaction
13. Place
14. Region
15. Place
16. Movement
17. Place
18. Place
19. Movement
20. Interaction
21. Place
22. Region
23. Interaction
24. Interaction
25. Interaction
26. Movement
27. Region
28. Interaction
29. Place
30. Movement
31. Region
A game to learn how to categorize.
A game for those students who learn best by doing.
A game to assess learning.
The Bell Game: Name that Theme!
The week before
Go to Office Depot or Office Max and buy 5 bells. You know:
You bop it to call for service.
Make 5 signs: LOCATION, PLACE, INTERACTION, MOVEMENT, REGION
Ask the school custodian for a wide table and 5 chairs.
A panel of “experts”
In the front of the classroom, place the table and chairs.
In front of each, place a sign and bell.
Ask for volunteers to sit as a panel of experts.
"You are responsible only for responding to facts which relate to your category."
The Reader
Choose a student to read the facts.
Explain: "When the reader read a fact which deals with your particular category, ring your bell."
The Answer Man
Choose a student to play this role. We suggest a boy or girl who has been absent.
Give the student the answer sheet.
Explain: "When a student rings the bell, you must say in a strong voice: 'That is correct' or 'That is incorrect.'"
How to begin
Ask students to test their bells.
"Do not ring your bell until the full statement has been read."
“If you engage in frivolous bell-ringing, another student will take your place.”
The Reader reads the facts, one by one.
The Answer Man states whether the answer is correct or incorrect.
What if several students ring their bells?
All the better!
Ask the class whether or not the incorrect answer is possible, based upon the student's explanation.
Keep in mind that when you enter higher levels of thinking, certain answers are going to be "in the ballpark"
and, therefore, acceptable.
More advanced
Using the same topic, read from the encyclopedia.
Ask students to explain their answers.
That is, exactly why does this fact relate to your category?
page 169
Research
Lesson #97
What was it about the geography of this spot
that caused a major city to arise here?
What caused Nairobi to become a major city?
Break into pairs and do library research.
Put a check next to the facts which are true.
1. Location: This city arose because it was located on a major body of water.
This city arose because it is a port city on the seacoast.
This city arose as a port city on a major river(s).
This city arose because it is located where a major river meets the sea.
This city arose because it lies on a river that leads to the sea.
This city arose as a port on a major lake.
This city arose because it lies halfway between a lake and a sea.
This city arose along a river in a semi-arid region. X
2. Place: This city grew because it became a major tourist attraction.
This city attracts tourists because it is the nation's capital city. X
This city attracts tourists because the official language is English. X
This city attracts tourists because it resembles a European city. X
This city attracts tourists because it is the starting point for going on
a safari to game preserves and Mt. Kilimanjaro. X
3. Interaction: Natural resources caused the rise of this city.
This city arose because of its forests and the resulting timber industry.
This city grew because it serves as a food processing center for the surrounding farms. X
This city grew because valuable minerals developed into a mining industry.
This city arose when wildcatters struck oil near here.
This city grew because cheap electricity attracted industries.
This city exploded in size when it gathered together all of the ingredients for making steel.
This city exploded in size when it gathered together all of the ingredients for making cars.
This city grew because the ingredients for aluminum helped create the airplane industry.
This city grew because the ingredients for making aluminum created the shipping industry.
This city exploded in size when silicon was used to produce computer chips.
4. Movement: This city exploded in size because of transportation.
This city grew because of the rise of the railroad. X
This city grew because of an increase in shipping.
This city grew because it became the hub of a highway network.
This city grew because it became a major hub of the airline industry. X
5. Region: This city grew because it is an important political, financial, or cultural center.
This city grew because it is the birthplace of the nation.
This city grew because it is the capital city of the country. X
This city grew because it is the manufacturing center of the country. X
This city grew because it is the headquarters of all the major banks. X
This city grew because it is the home of the country's major universities. X
page 170
Lesson #98
Game
What's the weather like
in Kenya?
City: Nairobi
Latitude: 1 degree south (nearly on the Equator!)
Altitude: 5971 ft above sea level (Like Denver, “the Mile High City”)
Near to Water: Indian Ocean
Direction of Wind: From the east
Type of Climate: Savanna (warm all year, with rainy and dry seasons)
Habitat: Savanna
Month
January
February
March
April
May
June
July
August
September
October
November
December
Temperature*
77
79
77
75
72
70
69
70
75
76
74
74
Rainfall
2
3
5
8
6
2
0.6
1
1
2
4
3
*The maximum average daily temperature.
Analyze the climate and draw conclusions
Temperature
1. What general statements can you make about the temperature?
Rainfall
2. What general statements can you make about the rainfall?
3. New York City gets about 3 inches of rainfall every month of the year. Is this place the same?
4. If an inch of rain makes up to 30 inches of dry snow, then what is the maximum amount of snow this
place might have in January?
Seasons
5. Does this place have 4 different seasons?
Vegetation Zone
6. Judging from the weather, what vegetation zone would you expect to find here?
Hint: Tundra, forest, rainforest, grasslands or desert?
Type of Climate
7. What would you call this type of climate? Hint: Polar, tropical, desert, continental, marine.
Population
8. Judging from the weather, would you expect to find a large population living here? Why or why not?
Compare & Contrast
9. How is your climate similar or different? (Answers will vary.)
10. What U.S. state has a climate similar to this?
What if you lived here?
11. If you lived here, how would your life change? (Answers will vary.)
page 171
Does climate shape the way you live? You betcha!
Climate shapes the house you live in, the sports you play, what you eat, what you wear and how you have fun!
This is Your Life
Your new life: You have been chosen to spend a year as an exchange student in Nairobi.
What will you be eating? What should you wear? What will the houses be like? What sports can you play?
Directions: Using the temperature and rainfall chart, circle the things that seem the most likely.
Example: If the climate is rainy in the spring, circle umbrellas and rainboots.
The CLIMATE
The CLIMATE shapes the way you live
Spring Summer
Fall
Winter
Spring
Summer
Fall
hot
cool
cold
hot
cool
cold
hot
cool
cold
hot cocoa
iced tea
hot soup
cold salads
ice cream
sandals
rainboots
snowboots
baseball cap
wool knit cap
sweater
heavy jacket
umbrella
sunglasses
mittens
earmuffs
cotton t-shirt
flannel shirt
car w/ sunroof
4wd jeep
fireplace
swimming pool
sundeck
warm rugs
soccer
ice hockey
snow skiing
basketball
skateboarding
snowboarding
go to movies
watch TV
play frisbee
ride your bike
go swimming
play Nintendo
go camping
hot cocoa
iced tea
hot soup
cold salads
ice cream
sandals
rainboots
snowboots
baseball cap
wool knit cap
sweater
heavy jacket
umbrella
sunglasses
mittens
earmuffs
cotton t-shirt
flannel shirt
car w/ sunroof
4 wd jeep
fireplace
swimming pool
sundeck
warm rugs
soccer
ice hockey
snow skiing
basketball
skateboarding
snowboarding
go to movies
watch TV
play frisbee
ride your bike
go swimming
play Nintendo
go camping
hot cocoa
iced tea
hot soup
cold salads
ice cream
sandals
rainboots
snowboots
baseball cap
wool knit cap
sweater
heavy jacket
umbrella
sunglasses
mittens
earmuffs
cotton t-shirt
flannel shirt
car w/ sunroof
4 wd jeep
fireplace
swimming pool
sundeck
warm rugs
soccer
ice hockey
snow skiing
basketball
skateboarding
snowboarding
go to movies
watch TV
play frisbee
ride your bike
go swimming
play Nintendo
go camping
hot
cool
cold
dry
dry
rainy rainy
snowy snowy
page 172
dry
dry
rainy rainy
snowy snowy
Winter
hot cocoa
iced tea
hot soup
cold salads
ice cream
sandals
rainboots
snowboots
baseball cap
wool knit cap
sweater
heavy jacket
umbrella
sunglasses
mittens
earmuffs
cotton t-shirt
flannel shirt
car w/ sunroof
4 wd jeep
fireplace
swimming pool
sundeck
warm rugs
soccer
ice hockey
snow skiing
basketball
skateboarding
snowboarding
go to movies
watch TV
play frisbee
ride your bike
go swimming
play Nintendo
go camping
Lesson #99
Game
How to analyze a country’s economy
Is Kenya
rich?
Working in pairs, examine
each fact and decide whether
it is a strength, weakness,
opportunity, or threat. Then
play The Bell Game, “Name
that Strength!”
1. Strength
An industry that is already booming.
2. Weakness
This causes trouble for businesses.
3. Opportunity
If you take advantage of this, businesses will boom.
Example: A good transportation system.
4. Threat
If this gets worse, businesses will shut down.
Examples: Foreign competition, high taxes, crime, revolution.
1. Nairobi is located in the highlands of southwestern Kenya. The soil is excellent and the climate is mild with adequate rainfall.
2. The highlands range in elevation from 2,000 to 10,000 feet above sea level.
It is the only region with decent land for farming.
3. The highlands is only 20% of Kenya's land, but 75% of the population lives
there.
4. Only 7% of the land is suitable for farming. This makes it difficult for Kenya to
feed its population.
5. 75% of Kenya is covered by a vast plain which has little rainfall and poor soil.
6. The soil on the plain is too dry for farming, so herders graze livestock on it.
7. Livestock herders raise cattle. They move from place to place, following the
new grass. If there is less than 5 inches of rainfall in a particular year, there
is little grass.
8. In recent years, East Africa has suffered a shortage of rainfall. Kenya's northern desert is spreading southward and destroying the savanna.
9. The coast has sandy beaches, palm trees, and scattered rainforests. There
are resorts for wealthy Kenyans and foreign tourists.
10. It is in the highlands that you will find farming villages.
11. Farming is the No.1 economic activity. 70% of the people are farmers or
herders of livestock.
12. In Kenya, the per capita income is $1,600 a year.
13. Half of all farmers are subsistence farmers. They grow only enough food to
feed their families. The other half are commercial farmers. They produce a
surplus to sell on the market.
14. Most farms are small, running from 2 to 50 acres. Farm families either own
their own farm or rent from the government.
15. Farms in Kenya are labor intensive. There is such a large population that
farm laborers do what farm equipment would do in other countries.
16. In 1963, when Kenya became independent from England, the new govern
ment took over commercial farms and businesses. The government then
sold or rented them to Africans.
17. Today, wealthy African landowners raise coffee and tea on huge plantations
that range from 50 to 5,000 acres.
18. Coffee is Kenya's No. 1 crop and its largest source of money.
19. Corn is the main crop of small farmers.
20. Tourism is Kenya's No. 2 industry. The government of Kenya outlawed
hunting and set up huge game preserves, where a variety of wildlife attract
thousands of tourists each year.
The Answers
1. Opportunity.
2. Weakness.
3. Weakness.
4. Threat.
5. Weakness.
6. Opportunity.
7. Weakness.
8. Threat.
9. Strength.
10. Opportunity.
11. Weakness.
12. Weakness.
13. Weakness and
Strength.
14. Strength
15. Weakness.
16. Weakness and
Strength.
17. Strength.
18. Strength.
19. Strength.
20. Strength.
page 173
21. The tourism industry employs 40,000 Kenyans and brings in $200 million a
year.
22. Unlike other African countries, mining has no importance in Kenya.
23. Men from the countryside migrate to Nairobi for jobs.
24. Factories in Nairobi and Mombasa manufacture cement, chemicals, motor
vehicles and textiles.
25. Kenya's oil refineries refine other countries' crude oil.
26. Kenya has no iron ore or coal, so it cannot produce steel.
27. Kenya must import steel and machinery from Europe.
28. The majority of Kenya's roads are unpaved. Only 1% of the population own
a car. 99% travel by bike, bus or taxi.
29. Only 1% of the people have a telephone; only 2% own a television.
30. Nairobi serves as the business center for all of East Africa.
31. The University of Nairobi turns out well-educated students, who are ready
to enter the business world.
32. Kenya is the size of Texas; its population is that of Texas.
33. Kenya’s literacy rate (people who can read and write) is rising.
34. Kenya's population, if trained, could provide a skilled labor supply for new
industries.
35. AIDS is a serious problem in Kenya and all of Africa.
36. Of all the people in the world who have AIDS, 75% live in Africa.
37. Kenyans value large families. The average family has six children.
38. Half of Kenya's population is under 15 years old. Half the population (working adults) must support the other half (children under 15 and seniors over
65).
39. Elementary school is free, but you must pay to go to high school. Only
those who pass a test in 8th grade are allowed to go to high school.
40. There is only one teacher for every 100 students.
41. The tsetse fly attacks beasts of burden, so farmers must use a hoe instead
of an ox.
42. 99% of its population is African. But Kenyans are divided into 40 different
ethnic groups, each speaking a different language.
43. The Kikuyu nation, with 20% of the population, is the largest ethnic group.
It has more political power (and receives more government funds) than any
other ethnic group. In 1992, fighting among ethnic groups left 2,000 people
dead and 50,000 homeless.
44. Swahili, the national language of Kenya, was created long ago by businessmen who needed a common language to conduct trade. Swahili is the
only language taught in school.
page 174
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
Strength.
Weakness.
Strength.
Strength.
Opportunity.
Weakness.
Threat.
Weakness.
Weakness.
Strength.
Opportunity.
Opportunity.
Opportunity.
Opportunity.
Threat.
Threat.
Opportunity.
Threat.
Weakness.
Weakness.
Threat.
Weakness.
Threat.
Opportunity.
A game to learn how to categorize.
A game for those students who learn best by doing.
A game to assess learning.
The Bell Game: Name that Strength!
The week before
Go to Office Depot or Office Max and buy 4 bells. You know:
You bop it to call for service.
Make 4 signs: STRENGTH, WEAKNESS, OPPORTUNITY, THREAT
Ask the school custodian for a wide table and 4 chairs.
A panel of “experts”
In the front of the classroom, place the table and chairs.
In front of each, place a sign and bell.
Ask for volunteers to sit as a panel of experts.
"You are responsible only for responding to facts which relate to your category."
The Reader
Choose a student to read the facts.
Explain: "When the reader read a fact which deals with your particular category, ring your bell."
The Answer Man
Choose a student to play this role. We suggest a boy or girl who has been absent.
Give the student the answer sheet.
Explain: "When a student rings the bell, you must say in a strong voice: 'That is correct' or 'That is incorrect.'"
How to begin
Ask students to test their bells.
"Do not ring your bell until the full statement has been read."
“If you engage in frivolous bell-ringing, another student will take your place.”
The Reader reads the facts, one by one.
The Answer Man states whether the answer is correct or incorrect.
What if several students ring their bells?
All the better!
Ask the class whether or not the incorrect answer is possible, based upon the student's explanation.
Keep in mind that when you enter higher levels of thinking, certain answers are going to be "in the ballpark"
and, therefore, acceptable.
More advanced
Using the same topic, read from the encyclopedia.
Ask students to explain their answers.
That is, exactly why does this fact relate to your category?
page 175
Lecture
Lesson #100
In June 1994, if you had attended
the International Social Studies Conference
in Nairobi, Kenya . . .
Mapping
Lecture
Lesson #101
Kingdoms along the coast
of the Indian Ocean
A vacation in Kenya
Use the map on page 159.
Your airfare from New York City: $1,500
The Swahili City-States
Somalia, Kenya, Tanzania, Mozambique.
The coast of East Africa, from Mogadishu to
Maputo.
Single hotel room at the InterContinental Nairobi:
$120 a night (children under 14 years old = free)
Taxi fare from the Jomo Kenyatta International
Airport to the hotel: $10
An 8-day safari to Mt. Kenya: $900
Jomo Kenyatta
Once the leader of the dreaded Mau Mau terrorists
who fought for independence from the British, Jomo
Kenyatta became the first President of the new
Republic of Kenya. He struggled to bring about
racial unity among the 40 ethnic groups within
Kenya. These ethnic groups had harbored hostility
toward each other for more than a century. See the
February 1969 edition of National Geographic magazine.
Traditional Values
As people from the countryside move to the city of
Nairobi, their traditional values, attitudes, and way
of life begin to change.
Traditional values
of the countryside
Modern values
of the city
Group effort
Seasonal work
No future tense!
Value being
In harmony with nature
Generous, known for
hospitality
Waste nothing
Used to working on
a farm
Individual effort
Task or job done
Future-oriented
Value work (work ethic)
Value people over nature
Value competition
page 176
Create disposables
Often unemployed
Beginning in 1100, Muslim merchants settled along
the coast, built cities, and traded by sea with the
Middle East, India, and China. They sold Africa’s
gold and ivory in exchange for Asia’s silk and porcelain.
The Kingdom of Mwanamutapa
Mozambique and Zimbabwe.
Put red dots on these places and connect the dots:
From the northwestern corner of Zambia to Lake
Kariba, to a point north of Beira on the coast of the
Indian Ocean. This is the Zambezi River.
This kingdom arose in the 1400s along the Zambezi
River. In the 1500s, the Portuguese set up a fort on
the coast of Mozambique. Moving up the Zambezi
River, they made war on the wealthy Kingdom of
the Mwanamutapa, finally defeating it in 1629. For
the next 200 years, the Portuguese kidnapped
500,000 people from Mozambique and carried them
on slave ships to Brazil in South America.
Out of Africa
In 1914, Isak Dinesen moved from Denmark to
Kenya.
There, she ran a coffee plantation.
In 1937, she wrote a book about her life there.
The film, starring Meryl Streep, has great scenery
from Kenya!
You can rent this film at Blockbuster.
Lesson #102
Game
Can you think of a term from A to Z?
The ABCs of the Savanna
Define each term. When finished, go around the room alphabetically.
Try the game without this worksheet!
Altitude, almanac, arable
Baobab, base (of a mountain)
Colony
Developing country
Equator, elevation, ethnic group, ethnic conflict, extinct volcano
Fault
Great Rift Valley, game preserve
Highlands, High Africa, herder, heritage
Indian Ocean
Jomo Kenyatta
Kenya
Lake Victoria
Mt. Kilimanjaro, Mt. Kenya, Mombasa, the Masai people, map scale
Nairobi
Parliament, plantation, population density, precipitation, primate city
Rift, rural
Safari, semi-arid , savanna, Swahili, Snows of Kilimanjaro, summit (of a mountain)
Tectonic plates, tsetse fly, trading partners
Urban
Volcano
Where is Kenya? List the countries that border Kenya.
X marks the spot. Nairobi is the capital of Kenya.
Year - East Africa is savanna. As the Sahara spreads south each year, the grasslands are being covered
with sand.
Z
- As North Africa became drier, the Bantu people moved south . . . to Subsaharan Africa.
page 177
Game
Lesson #103
Once upon a time, my students took the annual end-of-the year state test.
"How did you do?" I asked the class.
"Not so hot," said Preston. "They don't write the questions the way you do, Mrs. Brown."
From that day forward, I knew the kids had to learn the logic of a multiple-choice test.
Can you speak savanna?
The goal: To learn terms and understand the logic of a multiple-choice test.
The day before: Go to the school library. Break into teams of five. Use the dictionaries and encyclopedia.
Student A writes the correct definition straight from the dictionary.
Student B dreams up the exact opposite of the real definition.
Student C dreams up a plausible wrong answer.
Student D dreams up a really plausible wrong answer.
Student E invents a truly stupid answer. (Hey, this is what makes the kids pay attention.)
Each team does this for all the terms checked below.
How to play: Back in class, place one table with 5 chairs and 5 stand-up cards that read A B C D or E.
Each student stands up and reads his/her “definition” with a straight face.
The class guesses: Write A B C D or E on a slip of paper, sign your name, pass it to “the counter” who was
absent yesterday.
The teacher then asks: "Will the person with the real definition please stand up."
The winner: The student with the most correct answers. His or her team goes next.
Define these terms!
Feel free to add terms
from your textbook
altitude
almanac
arable
baobab
base (of a mountain)
colony
developing country
elevation
Equator
ethnic group
ethnic conflict
extinct volcano
fault
game preserve
Great Rift Valley
herder
heritage
highlands
High Africa
Indian Ocean
Lake Victoria
map scale
The Masai people
Mombasa
Mt. Kenya
Mt. Kilimanjaro
page 178
Nairobi
Parliament
plantation
population density
precipitation
primate city
rift
rural
safari
semi-arid
The Snows of Kilimanjaro
summit (of a mountain)
tectonic plates
tsetse fly
trading partners
urban
vegetation zone
savanna
Swahili
a. A savanna
is a treeless, relatively flat, open plain usually
located in lands of seasonal rains near the tropics.
(Correct. This is the definition.)
b. A savanna
is a vegetative zone which is so thickly covered
with trees that the sun hardly touches the underbrush.
(Incorrect. It is the opposite: It is the definition of
a tropical rainforest.)
c. A savanna
is a rather nice city on the coast of Georgia.
(Incorrect. Savannah is a city in Georgia, but
what does this have to do with Africa?)
d. A Savanna
is a smiling elementary-school child in a 1970s
movie rated PG.
(Bogus. There is a movie called “Savannah
Smiles,” but what does this have to do with
Africa?)
e. A savanna
is a change in wind patterns and ocean currents
near the Equator.
(Sounds plausible, but it is incorrect.)
8. South Africa
page 179
Game
Lesson #104
Physical regions of South Africa
Name that Region!
Break into pairs. Categorize each fact. Play The Bell Game.
The provinces (states) are underlined.
1. The Plateau
The biggest region is a high plateau in the middle of the country. Its high elevation (4,000 to 6,000 feet)
makes it cool. It is the main region for mining, manufacturing, and farming. South Africa's largest cities are
located here: Johannesburg and Pretoria lie in the Transvaal. Witwatersrand, the world's largest and richest goldfield, surrounds Johannesburg. Bloemfontein and the Kimberley diamond mines lie in the Orange
Free State. On the veld (grasslands) are cattle ranches and wheat farms. There is a game preserve with
elephants, lions, and zebras.
2. The Coastal Strip
Along the southeast coast is Natal. The biggest city is Durban, a seaport and resort on the Indian Ocean.
The climate is ideal for resorts and banana plantations. The Drakensberg Mountains and the Great
Escarpment cut this region off from the rest of South Africa. The Transkei was once a “Bantu Homeland” (a
reservation for Black dissidents).
3. The Cape Mountains
The Cape of Good Hope is the southernmost tip of Africa. Cape Town is a beautiful seaport. In Cape
Province, the climate is cool. Farmers grow wheat and sheep (for wool).
4. The Namib Desert
The border between Namibia and South Africa is desert.
5. The Kalahari Desert
The border between Botswana and South Africa is desert.
1. Vasco da Gama was the first explorer to sail around the Cape of Good Hope.
2. The first Europeans to settle in South Africa were Dutch. They first settled in Cape
Town. Today, they call themselves Afrikaners.
3. The second Europeans to settle in South Africa were the British. They defeated the
the Dutch, who moved to the Transvaal.
4. Before the Europeans came, the Zulu nation had an empire in Natal. The Dutch conquered them and occupied the land.
5. In Cape Town, the Coloureds (mixed ancestry, black and white) are the majority.
6. In Johannesburg and Pretoria, blacks are the majority.
7. Durban is one-third black, one-third Asian (from India), and one-third white.
8. Under apartheid, Johannesburg was an all-white city surrounded by an all-black
township. Soweto, the black township, was the scene of protests from 1976 to 1994.
9. Natal is the home of the Zulu nation. In the early 1990s, the Zulus tried to prevent
Nelson Mandela from becoming President of South Africa.
10. Nelson Mandela was born in the Transkei, where his father was a tribal chieftain.
11. Mandela’s political party (African National Congress) is strong in the Transvaal.
12. The Afrikaners, the Dutch whites who invented apartheid, are concentrated in the
Orange Free State.
13. Most diamond rings come from the Kimberley mines.
14. The Orange River, the longest river in South Africa, is orange in color. It flows
through the Orange Free State.
15. The Limpopo River flows through Johannesburg.
16. One million people from India live in Durban. They came to work on the plantations.
17. In 1913, Gandhi arrived in Durban to argue for the civil rights of Indians living there.
18. The Cape of Good Hope is a strategic place. It is the only way for large ships to get
from Europe to Asia.
page 180
The Answers
1. Cape Mountains
2. Cape Mountains
3. The Plateau
4. Coastal Strip
5. Cape Mountains
6. The Plateau
7. Coastal Strip
8. The Plateau
9. Coastal Strip
10. Coastal Strip
11. The Plateau
12. The Plateau
13. The Plateau
14. The Plateau
15. The Plateau
16. Coastal Strip
17. Coastal Strip
18. Cape
Mountains
Draw conclusions:
Most of the action
takes place where?
On the Plateau.
Lesson #105
Chart
Game
What's the weather like
in South Africa?
Johannesburg
Latitude: 26 degrees South
Altitude: 5,463 ft above sea level (Like Denver, this is a “Mile High City”)
Near to Water: Indian Ocean
Direction of Wind: From the west
Type of Climate: Semiarid
Month
January
February
March
April
May
June
July
August
September
October
November
December
Rainfall
5"
4
4
2
1
0.3
0.3
0.3
1
2
4
5
Temperature*
78 degrees F.
77
75
72
66
62
63
68
73
77
77
78
*The maximum average daily temperature.
Analyze the climate and draw conclusions
Temperature
1. What general statements can you make about the temperature?
Rainfall
2. What general statements can you make about the rainfall?
3. New York City gets about 3 inches of rainfall every month of the year. Is this place the same?
4. If an inch of rain makes up to 30 inches of dry snow, then what is the maximum amount of snow this
place might have in January?
Seasons
5. Does this place have 4 different seasons?
Vegetation Zone
6. Judging from the weather, what vegetation zone would you expect to find here?
Hint: Tundra, forest, rainforest, grasslands or desert?
Type of Climate
7. What would you call this type of climate? Hint: Polar, tropical, desert, continental, marine.
Population
8. Judging from the weather, would you expect to find a large population living here? Why or why not?
Compare & Contrast
9. How is your climate similar or different? (Answers will vary.)
10. What U.S. state has a climate similar to this?
What if you lived here?
11. If you lived here, how would your life change? (Answers will vary.)
page 181
Does climate shape the way you live? You betcha!
Climate shapes the house you live in, the sports you play, what you eat, what you wear and how you have fun!
This is Your Life
Your new life: You have been chosen to spend a year as an exchange student in Johannesburg.
What will you be eating? What should you wear? What will the houses be like? What sports can you play?
Directions: Using the temperature and rainfall chart, circle the things that seem the most likely.
Example: If the climate is rainy in the spring, circle umbrellas and rainboots.
The CLIMATE
The CLIMATE shapes the way you live
Spring Summer
Fall
Winter
Spring
Summer
Fall
hot
cool
cold
hot
cool
cold
hot
cool
cold
hot cocoa
iced tea
hot soup
cold salads
ice cream
sandals
rainboots
snowboots
baseball cap
wool knit cap
sweater
heavy jacket
umbrella
sunglasses
mittens
earmuffs
cotton t-shirt
flannel shirt
car w/ sunroof
4wd jeep
fireplace
swimming pool
sundeck
warm rugs
soccer
ice hockey
snow skiing
basketball
skateboarding
snowboarding
go to movies
watch TV
play frisbee
ride your bike
go swimming
play Nintendo
go camping
hot cocoa
iced tea
hot soup
cold salads
ice cream
sandals
rainboots
snowboots
baseball cap
wool knit cap
sweater
heavy jacket
umbrella
sunglasses
mittens
earmuffs
cotton t-shirt
flannel shirt
car w/ sunroof
4 wd jeep
fireplace
swimming pool
sundeck
warm rugs
soccer
ice hockey
snow skiing
basketball
skateboarding
snowboarding
go to movies
watch TV
play frisbee
ride your bike
go swimming
play Nintendo
go camping
hot cocoa
iced tea
hot soup
cold salads
ice cream
sandals
rainboots
snowboots
baseball cap
wool knit cap
sweater
heavy jacket
umbrella
sunglasses
mittens
earmuffs
cotton t-shirt
flannel shirt
car w/ sunroof
4 wd jeep
fireplace
swimming pool
sundeck
warm rugs
soccer
ice hockey
snow skiing
basketball
skateboarding
snowboarding
go to movies
watch TV
play frisbee
ride your bike
go swimming
play Nintendo
go camping
hot
cool
cold
dry
dry
rainy rainy
snowy snowy
page 182
dry
dry
rainy rainy
snowy snowy
Winter
hot cocoa
iced tea
hot soup
cold salads
ice cream
sandals
rainboots
snowboots
baseball cap
wool knit cap
sweater
heavy jacket
umbrella
sunglasses
mittens
earmuffs
cotton t-shirt
flannel shirt
car w/ sunroof
4 wd jeep
fireplace
swimming pool
sundeck
warm rugs
soccer
ice hockey
snow skiing
basketball
skateboarding
snowboarding
go to movies
watch TV
play frisbee
ride your bike
go swimming
play Nintendo
go camping
Lesson #106
Chart
South Africa is a treasure chest . . .
MINERAL*
No. 1
No. 2
No. 3
No. 4
No. 5
Bauxite
Australia
Guinea
Jamaica
Brazil
Russia
Cobalt
Canada
Finland
Russia
Congo**
Zambia
Coal
China
U.S.
Russia
Germany
South Africa
Chromium
South Africa
Kazakstan
Turkey
India
Zimbabwe
Diamonds
Australia
Botswana
Russia
Congo**
South Africa
Gold
South Africa
U.S.
Australia
China
Canada
Iron Ore
Russia
Brazil
Australia
China
United States
Manganese
Russia
Brazil
South Africa
Gabon
India
Natural Gas
Russia
U.S.
Canada
United Kingdom Algeria
Oil
Saudi Arabia
U.S.
Russia
Iran
Mexico
Platinum
South Africa
Russia
Canada
Australia
Zimbabwe
Tungsten
China
Russia
Canada
U.S.
Portugal
Uranium
Canada
Australia
Kazakstan
Niger
Russia
Vanadium
Finland
South Africa
China
Russia
-----
* This chart is based upon production of minerals.
** The Democratic Republic of the Congo.
QUESTIONS - Circle all of the South Africas.
1. "Diamonds are a girl's best friend." Which African countries have diamonds?
2. In 1965, gold cost $35 an ounce. Today it costs $350 an ounce. Which African country has gold?
3. Platinum, which is used by the oil industry, is more valuable than gold. Which African country has platinum?
4. Chromium is used for car bumpers and armor plate for ships and tanks. Which African countries have it?
5. Manganese is what makes steel tough. Which African country has it?
6. Vanadium also makes steel tough. Which African country has it?
7. Coal is used to produce steel, generate electricity and run cars and trains. Which African country has coal?
8. Uranium is used to make atomic bombs. Which African country has it?
9. Draw conclusions: Why do you suppose South Africa is Africa's industrial giant?
10. Draw conclusions: Why do you suppose South Africa has Africa's highest standard of living?
11. Draw conclusions: Why do you suppose South Africa's white minority invented apartheid?
12. Speculate: Minerals made South Africa's white minority mean-spirited. Why?
page 183
Research
Lesson #107
Cities in South Africa
Break into pairs.
Go to the library and research the following cities:
Bloemfontein, Cape Town, Durban, Johannesburg, Kimberley, Port
Elizabeth, Pretoria, Soweto.
Put the name of the city next to the fact that fits.
LOCATION
1. This city arose as a seaport.
PLACE
2. This city is a beach resort.
INTERACTION
3. This city arose because of diamonds.
4. This city arose in Witwatersrand, the world's largest gold field.
5. This city grew because it has iron and coal to make steel.
MOVEMENT
6. This city began in the 1600s because of the migration of Afrikaners*.
7. This city began in the 1820s when Afrikaners conquered and evicted black
farmers.
8. This city began in 1855 when Afrikaners moved into the region.
9. This city grew because of the migration of English settlers in the 1800s.
10. This city grew because of the migration of people from India.
11. This city sprung up overnight when diamonds were discovered in 1871.
12. This city sprung up overnight when gold was discovered in 1886.
13. This black suburb grew up outside of white Johannesburg.
REGION
14. This city is the legislative capital, where laws are made.
15. This city is the administrative capital, where laws are carried out.
16. This city is the judicial capital, where the courts render decisions.
* The first white settlers were Dutch.
They were nicknamed Boers; today, they are called Afrikaners.
page 184
The Answers
1. Cape Town, Durban, Port
Elizabeth
2. Cape Town, Burban
3. Kimberley
4. Johannesburg
5. Johannesburg
6. Cape Town
7. Bloemfontein
8. Pretoria
9. Durban, Port Elizabeth
10. Durban
11. Kimberley
12. Johannesburg
13. Soweto
14. Cape Town
15. Pretoria
16. Bloemfontein
Lesson #108
South
Africa: Is it
rich?
Working in pairs, examine
each fact and decide whether
it is a strength, weakness,
opportunity, or threat. Then
play The Bell Game, “Name
that Strength!”
Game
How to analyze a country’s economy
1. Strength
An industry that is already booming.
2. Weakness
This causes trouble for businesses.
3. Opportunity
If you take advantage of this, businesses will boom.
Example: A good transportation system.
4. Threat
If this gets worse, businesses will shut down.
Examples: Foreign competition, high taxes, crime, revolution.
1. South Africa is twice the size of Texas.
2. Because of its mineral wealth - gold, diamonds, and metals used in industry South Africa is the richest country in Africa.
3. South Africa exports minerals to the U.S. and Europe.
4. South Africa sells diamonds to the U.S., the Netherlands, and Israel.
5. Half of all the minerals produced in Africa are mined in South Africa.
6. South Africa does not have oil.
7. The coal industry is booming. Coal is used to generate electricity and run the rail
roads. Coal is even turned into gasoline to run cars.
8. Mineral wealth provides the capital for South Africa to industrialize.
9. Nearly half of all the goods manufactured in Africa are made in South African factories.
10. South Africa has a climate that is a lot like California. It is warm and sunny.
11. South Africa has the best transportation system in Africa.
12. Natural harbors in South Africa make for fine seaports.
13. Nearly half of all the cars and telephones in Africa are in South Africa.
14. Only wealthy countries make cars. South Africa produces everything for cars:
motors, tires, bumpers, plastic parts, and glass windows.
15. Unlike the rest of Africa, South Africa is not covered by deserts or rainforests,
both of which are difficult to farm. Instead, South Africa is covered by grasslands, which are perfect for raising cattle and wheat.
16. A shortage of rainfall make two-thirds of the land unsuitable for farming.
17. Ranchers raise sheep and sell the wool to Europe.
18. South Africa is a major fishing nation. It is famous for its lobsters.
19. The government of South Africa has always been a friend to business. It spends
tax dollars on high-tech research and development.
20. During the 1960s and 1970s, Americans invested heavily in South Africa.
21. In 1976, the people of Soweto (a black township outside of Johannesburg) led
protests against apartheid. The government shot and killed 600. Most of the
dead were schoolchildren.
22. By the 1980s, protests grew so large that the government issued a state of emergency. It arrested thousands of people and imprisoned them without a trial.
23. U.S. investors withdrew their investments from South Africa to protest the policy
of apartheid.
24. Both Europe and the U.S. banned trade with South Africa.
25. Since his election as President of South Africa, Nelson Mandela has encouraged
U.S. investors to invest in South Africa.
26. Until recently, blacks were forbidden by law to hold high-tech jobs. Most blacks
are unskilled.
27. Black workers are paid low wages.
The Answers
1. Opportunity
2. Strength
3. Strength
4. Strength
5. Strength
6. Weakness
7. Strength
8. Strength
9. Strength
10. Opportunity
11. Opportunity
12. Opportunity
13. Strength
14. Strength
15. Opportunity
16. Weakness
17. Strength
18. Strength
19. Opportunity
20. Opportunity
21. Threat
22. Threat
23. Threat
24. Threat
25. Opportunity
26. Weakness
27. Weakness or a
threat?
page 185
A game to learn how to categorize.
A game for those students who learn best by doing.
A game to assess learning.
The Bell Game: Name that Strength!
The week before
Go to Office Depot or Office Max and buy 4 bells. You know:
You bop it to call for service.
Make 4 signs: STRENGTHS, WEAKNESSES, OPPORTUNITIES, THREAT
Ask the school custodian for a wide table and 4 chairs.
A panel of “experts”
In the front of the classroom, place the table and chairs.
In front of each, place a sign and bell.
Ask for volunteers to sit as a panel of experts.
"You are responsible only for responding to facts which relate to your category."
The Reader
Choose a student to read the facts.
Explain: "When the reader read a fact which deals with your particular category, ring your bell."
The Answer Man
Choose a student to play this role. We suggest a boy or girl who has been absent.
Give the student the answer sheet.
Explain: "When a student rings the bell, you must say in a strong voice: 'That is correct' or 'That is incorrect.'"
How to begin
Ask students to test their bells.
"Do not ring your bell until the full statement has been read."
“If you engage in frivolous bell-ringing, another student will take your place.”
The Reader reads the facts, one by one.
The Answer Man states whether the answer is correct or incorrect.
What if several students ring their bells?
All the better!
Ask the class whether or not the incorrect answer is possible, based upon the student's explanation.
Keep in mind that when you enter higher levels of thinking, certain answers are going to be "in the ballpark"
and, therefore, acceptable.
More advanced
Using the same topic, read from the encyclopedia.
Ask students to explain their answers.
That is, exactly why does this fact relate to your category?
page 186
Lesosn #109
Timeline
Lecture
Things were always bad in South Africa, but in 1948 they became horrible.
(The reverse was beginning to happen in the U.S.)
The strange story of apartheid
Beginning in 1948, apartheid became the official policy of the government. Blacks, comprising 84%
of the country's population, were no longer permitted to go to school with, attend university with, worship
with, or consort socially with whites. A black person was not a citizen. He had no political rights (vote), no
civil rights (freedom of speech, press, religion, assembly), and no civil liberties (right to a trial). South
Africa, a segregated society before 1948, became a rigid society based exclusively on color.
1948
The National Party won the election.
The Afrikaners were a minority of whites in South Africa. In 1948, they won a majority in Parliament.
For the first time, this group ran the government and invented apartheid. This election formally installed the
Apartheid State. Parliament began passing a series of laws against people of color. The first law: People
whose ancestors came from India could no longer be elected to Parliament. Gandhi, a lawyer born in India,
led protests against this law.
1949
The Prohibition of Mixed Marriages Act
Whites and Nonwhites could no longer marry.
The Suppression of Communism Act
Opponents of the National Party could no longer make speeches and write books.
The Group Areas Act
The government cut up South Africa and designated land for each racial group.
South Africa’s unpopulated wastelands were re-named “Bantu Homelands.”
The Population Registration Act
This law was the first formal categorization of people by color!
Europeans ................................14% of the population
Asians (originally from India) ......3%
Coloureds ...................................9%
Africans ......................................75%
Every person in South Africa was put into a “Racial Register.” You had to go down to your local
government. There, government officials wrote down each person’s race. (Using the “Pencil Test,” the
authorities put a pencil in your hair. Now shake your head a bit. If the pencil falls out immediately, you are
white. If it stays for a while, you are coloured. If it remains, you are black.)
1952
The Natives Act
Required blacks to carry passbooks (passports) to move inside their own country!
1953
The Bantu Education Act
Created segregated schools: Four different school systems for each of the four racial groups!
(This was the reverse of Brown v Board of Education in 1954.)
The Separate Amenities Act
Created segregated public facilities (buses, water fountains) for each of the four racial groups.
The Native Labour Act
Outlawed strikes by black workers.
The Public Safety Act
The government could declare a state of emergency and suspend Parliament and the Courts!
1954
The Natives Resettlement Act
The cities were declared White.
The outskirts were declared black.
The government forcibly removed blacks from the cities.
The government resettled them (just outside the city limits) into all-black “Townships.”
Example: black families were evicted from the city of Johannesburg. They were forced into Soweto,
a brand-new all-black township just outside of Johannesburg. This was one of the numerous
planned communities developed by the government to house South Africa’s urban black population.
The housing was government-owned. There were no jobs. Blacks continued to work in the white
cities. They commuted at dawn and had to be out of the city by dark. Soweto, southwest of
Johannesburg, is an acronym for South West Township. “Black township” is a euphemism for “ghet
to.” “Resettlement” is a euphemism for “forced eviction.”
1955
The Criminal Procedures & Violence Act
Police no longer needed warrants to search premises.
The Industrial Conciliation Act
Reserved certain jobs for whites; relegated blacks to manual labor.
In the mines, for example, only whites could be mine foremen.
1959
The Promotion of Bantu Self-Government Act
Set up procedures for blacks to rule the “Bantu Homelands.”
1960
The Unlawful Organizations Act
Banned organizations (ANC & Pan-African Congress) that protested against apartheid.
The Sharpeville Massacre
In March 1960, police fired into a peaceful black protest at Sharpeville (south of Johannesburg).
The police killed 69 and wounded hundreds. Afterward, the government banned the leading black
protest groups: Nelson Mandela’s ANC (African National Congress) and the Pan-African Congress.
1962
The "Sabotage Act"
Protesters (against apartheid) were placed under house arrest.
Saboteurs (blowing up bridges and buildings) got the death penalty.
1963
The Undesirable Publications Act
All publications (books, newspapers) were censored.
If you violated the political ideas of the ruling party, (National Party) your books were banned.
If you violated the moral ideas of the ruling church (Dutch Reformed Church), your books were
banned.
The "No Trial" Act (nickname)
Empowered the Ministry of Justice to imprison people without charge and without a trial.
A protester could be imprisoned for 90 days at a time.
Once released, he could be re-arrested and imprisoned for another 90 days. And so on.
1964
The Bantu Laws Amendment Act
Already: Blacks did not have the right to live in white cities.
Now: Blacks no longer had the right to work in white cities.
To get a job (or move), you now had to get permission from the government’s Labour Bureau.
page 188
Nelson Mandela
In 1964, the government arrested and imprisoned Nelson Mandela and other leaders of the ANC
(African National Congress). Nelson Mandela remained in prison for the next 27 years.
1970
Bantu Homelands Citizenship Act
The government picked the most remote, worthless land in South Africa, drew circles on the map
and called them “Bantu Homelands.” Overnight, blacks were no longer citizens of South Africa. Every black
was now a citizen of an ethnic “homeland.“ There was nothing homey about these homelands. They were
outdoor prisons for black dissidents. Whenever the government arrested a black protester, they exiled him
to his “homeland.” He had never lived there. His family had never lived there. He was born and raised in
the city. Now he was stuck far out in the boondocks. If he walked away, where would he go? His passbook
said he was a citizen of the boondocks. He had no right to be anywhere else in South Africa. If found elsewhere, the national police would send him back to the boondocks.
1976
Afrikaans became the official language of black schools!
Like the U.S., South Africa was once part of the British Empire. Like us, blacks spoke English in
school. All of a sudden, Afrikaans (the language of the Afrikaners, the weird group who invented apartheid
and ran the government) became the official language of black schools. From then on, black children would
no longer be able to speak English! They would never get English-speaking jobs! They would be enslaved
(linguistically) to Afrikaner employers. The Afrikaners knew what they were doing. They wanted to become
economically superior to their white rivals - British businessmen. British whites were growing unhappy with
apartheid.
The Soweto Uprising
By 1976, Soweto (population one million) was the largest black community in South Africa. In June,
middle and high school students in Soweto protested Afrikaans as the sole language of instruction in black
schools. 15,000 schoolchildren refused to study the Afrikaans language. This act of defiance turned the
township into a war zone overnight. The police fired on students - setting off two years of violence in which
600 young people died and 10,000 were wounded. The Soweto uprising came to symbolize black aspirations and white repression. Soweto and other black townships remained centers of anti-government activity.
A new wave of violent protests swept through South Africa's black ghettos. At its peak, many black townships were under the control of black teenagers. The government declared a state of emergency and
imprisoned 40,000 blacks. The National Police regained control of the black townships.
1970s Continuous Protests
The Soweto uprising was the most significant challenge to apartheid. The late 1970s was also
marked by radical changes in southern Africa: There were wars and rebellions in Angola, Mozambique,
Zimbabwe, and Namibia. South African miners led anti-government strikes. Steve Biko and the South
African Students Organization (SASO) led the Black Consciousness Movement. The Anglican Church
(British) formed "Standing for Truth," a group that opposed apartheid. White professionals (church leaders,
newspaper reporters, writers) were persecuted and died for speaking out.
1980s Destruction of South Africa’s Economy
In the early 1980s, President Reagan followed a policy of “Constructive Engagement.” This meant
that our government had a relationship with the Afrikaner government of South Africa. This policy was
shaped by the Cold War: the Soviet Union was trying to spread communism in southern Africa. The
Afrikaner government was fighting communism in southern Africa.
page 189
In 1984, Bishop Desmond Tutu won the Nobel Peace Prize. As head of the Anglican Church
(British) in Johannesburg, Bishop Tutu called upon foreign countries to limit their trade and investment in
South Africa until apartheid was ended. With scenes of South African schoolchildren dying on TV every
night, foreign investors agreed. “Disinvestment” became the word of the day. British and American churches, universities, and individual investors withdrew their money from corporations in South Africa. The U.S.
government followed with economic sanctions, which limited trade between the U.S. and South Africa.
By 1989, South Africa’s economy was destroyed.
1990s The End of Apartheid
In 1990, three events ended apartheid: the destruction of South Africa’s economy, the fall of the
Soviet Union, and the end of the Cold War. In 1990, the new Prime Minister of South Africa did three things:
released Mandela, ended the state of emergency, and promised to dismantle apartheid. In 1991, all
apartheid laws were repealed. In 1994, South Africa’s first free elections were held and Nelson Mandela
was elected President.
South Africa Today
In the late 1980s, most people predicted a bloodbath for South Africa. Some thought blacks would
take revenge on those whites who had harmed them. Crime is a serious problem in South Africa today. But
Nelson Mandela’s government is trying to provide "alternatives to revenge." He set up the Truth &
Reconciliation Commission to "wash the soul of the country."
Children are a problem. What is to be done with children who have spent their short lives engaged
in armed struggle? In Soweto and many other communities, children grew up carrying guns to protect their
homes and communities. Today, street schools have been set up to teach life skills, including nonviolent
conflict resolution.
Afrikaaners are a problem. Those who feel no remorse have left the country. But what is to be done
with people who committed crimes and remained in South Africa? Nelson Mandela’s government has granted amnesty to people who committed crimes that were approved by the National Party and other right-wing
political parties. Adults, who once belonged to death squads, now go before the Truth & Reconciliation
Commission. They confess their crimes and lead commission members to the graves of those they killed.
The healing process requires locating the graves of those who were killed.
Reparations is a problem. Nelson Mandela’s government set up a Reparations Commission which
deals with communities, not individuals. Some things cannot be undone. Under apartheid, the government
bulldozed every house within six square miles of Soweto. This area now is built into a high-rent district of
the city.
Black leadership is a problem. Cyril Ramaposa, black leader of the highly-effective Miners' Union,
once led strikes and called for nationalization. In exchange for no nationalization of the mines, the corporate
elite is opening its ranks and allowing Africans into the highest economic circles. Today, the Anglo-American
Corporation (the No. 1 mining company in South Africa) is grooming Cyril Ramaposa to become its CEO
(Chief Executive Officer).
page 190
Lesson #110
Game
Can you think of a term from A to Z?
The ABCs of Apartheid
Define each term. When finished, go around the room alphabetically.
Try the game without this worksheet!
Apartheid, Afrikaaner, Afrikaans, acronym, ANC, aspirations, Anglican Church, amnesty
Bantu, black townships, “Bantu Homelands,” Steve Biko, banned, bloodbath
Civil rights, civil liberties, censorship, Cold War, “Constructive Engagement”
Dissident, defiance, Dutch Reformed Church, disinvestment, dismantle, death squads
Euphemism, eviction, exile, economic sanctions, elite
Free elections
Ghetto
Habeas corpus, house arrest
Illegal search and seizure
Johannesburg
Knowledge - Why did the government separate the races?
Language - What language was spoken by only the tiny white minority? (Afrikaans)
Mandela (Nelson), manual labor, majority rule
National Party, Nobel Peace prize, nonviolent conflict resolution, nationalization
Oppression
Parliament, “The Pencil Test,” passbooks, Pan-African Congress, pariah
Question: What is the difference between Segregation (U.S. 1950s) and Apartheid (South Africa 1970s)?
Racial Register, resettlement, rural, repression, resistance, repeal, revenge, remorse, reparations
Soweto, Sharpeville, segregation, suffrage, suppression, state of emergency, self-government, sabotage
Trial by jury, Bishop Desmond Tutu, Truth & Reconciliation Commission
Urban, uprising
Veld
White supremacy, wasteland, warrant
X marks the spot - Soweto was the turning-point. What happened at Soweto?
Years - What happened in 1948, 1976, and 1994? (Beginning, Turning-point, and End of apartheid.)
Zulu nation
page 191
Game
Lesson #111
Once upon a time, my students took the annual end-of-the year state test.
"How did you do?" I asked the class.
"Not so hot," said Preston. "They don't write the questions the way you do, Mrs. Brown."
From that day forward, I knew the kids had to learn the logic of a multiple-choice test.
Can you speak Afrikaans?
The goal: To learn terms and understand the logic of a multiple-choice test.
The day before: Go to the school library. Break into teams of five. Use the dictionaries and encyclopedia.
Student A writes the correct definition straight from the dictionary.
Student B dreams up the exact opposite of the real definition.
Student C dreams up a plausible wrong answer.
Student D dreams up a really plausible wrong answer.
Student E invents a truly stupid answer. (Hey, this is what makes the kids pay attention.)
Each team does this for all the terms checked below.
How to play: Back in class, place one table with 5 chairs and 5 stand-up cards that read A B C D or E.
Each student stands up and reads his/her “definition” with a straight face.
The class guesses: Write A B C D or E on a slip of paper, sign your name, pass it to “the counter” who was
absent yesterday.
The teacher then asks: "Will the person with the real definition please stand up."
The winner: The student with the most correct answers. His or her team goes next.
Define these terms!
Apartheid, Afrikaner, Afrikaans,
acronym, ANC, aspirations,
Anglican Church, amnesty, Bantu,
black townships, “Bantu
Homelands,” Steve Biko, banned,
bloodbath, civil rights, civil liberties,
censorship, Cold War,
“Constructive Engagement,” dissident, defiance, Dutch Reformed
Church, disinvestment, death
squads, eviction, exile,
euphemism, economic sanctions,
elite, free elections, ghetto, habeas
corpus, house arrest,
Johannesburg, Nelson Mandela,
majority rule, National Party, Nobel
Peace prize, nonviolent conflict
resolution, nationalization, oppression, political rights, Prime Minister,
Parliament, “The Pencil Test,” pariah, passbooks, Pan-African
Congress, “Racial Register,” resettlement, rural, repression, resistance, repeal, revenge, remorse,
reparations, right-wing political
party, Soweto, Sharpeville, segregation, suffrage, suppression, state
of emergency, self-government,
sabotage, trial by jury, Bishop
Desmond Tutu, Truth &
Reconciliation Commission, urban,
uprising, white supremacy.
a. Dutch Reformed Church
was the church in South Africa that supported apartheid.
(Yes, this is the correct answer. )
b. Dutch Reformed Church
was the church in South Africa that
opposed apartheid.
(No, this is the opposite. The Anglican
Church opposed apartheid.)
c. Dutch Reformed Church
was the church in South Africa that sponsored death squads.
(Plausible, but wrong. The Dutch Reformed
Church had many members. Some
belonged to death squads. But the church
never sponsored murder.)
d. Dutch Reformed Church
was the church in South Africa that killed
Steven Biko.
(Plausible, but wrong. The Dutch Reformed
Church had many members. Some were in
the National Police. But the church never
sponsored murder.)
e. Dutch Reformed Church
was the church that nominated Bishop Tutu
to get the Nobel Prize.
(Wow. This is way off. The Dutch church
was full of Afrikaaners who did not believe
in peace and would never award a prize to
an African.)
a. Veld
is Afrikaans for
desert.
(Nope. But it is
plausible.)
b. Veld
is Afrikaans for rainforest.
(Nope. But it is
plausible.)
c. Veld
is Afrikaans for tundra.
(Nope. Not even
plausible.)
d. Veld
is Afrikaans for
grasslands.
(Yep. This is the
correct definition.)
e. Veld
is Afrikaans for
"feeling well."
(Nope. We made it
up.)
Lesson #112
Graphic organizer
"History involves figuring out complicated situations . . . "
The World Book Encyclopedia
has a large section devoted
South Africa. It is outstanding
because it provides a step-bystep explanation.
Apartheid
Apartheid can be broken down into 7 parts . . .
Break into pairs. Reproduce the pages from the World Book
Encyclopedia for each pair. Categorize each major fact. Then play
“Analyze Apartheid!” Place a table at the front of the classroom with 7
chairs, 7 bells, and 7 stand-up signs. Read facts (at random) from the
encyclopedia. After each sentence, one student must ring the bell.
7. The Effects
Since the end of
apartheid, what has
changed in South Africa?
List the problems ahead.
6. The Final Stage
Nelson Mandela was
released from prison in
1991. Then what happened to him in 1994?
5. The Retreat
What 3 things caused the
end of apartheid?
4. The Turning Point
What happened in Soweto
in June 1976? Explain,
who, what, when, where
and why.
3. Early Protests
What happened to the
protesters (ANC, PanAfrican Congress, and
Nelson Mandela)?
2. The Spark
What happened at
Sharpeville in 1960?
Explain: Who, what, when,
where and why.
1. Apartheid
became the official government policy in 1948.
Make a list: What were
blacks not allowed to do?
page 193
Graphic organizer
Lesson #113
Compare & Contrast: What do they have in common? How are they different?
Compare & Contrast: Two Leaders
Nelson
Mandela
Martin Luther
King, Jr.
The Similarities
The Differences
List 10 ways they are similar:
List 10 ways that they are different:
1. _________________________________
1. _________________________________
2. _________________________________
2. _________________________________
3. _________________________________
3. _________________________________
4. _________________________________
4. _________________________________
5. _________________________________
5. _________________________________
6. _________________________________
6. _________________________________
7. _________________________________
7. _________________________________
8. _________________________________
8. _________________________________
9. _________________________________
9. _________________________________
10. _________________________________
10. _________________________________
page 194
Lesson #114
Debate
We conducted 50 dreadful debates until we came up with . . .
The Great Debate!
"Apartheid in South Africa was very similar to segregation in the United States.”
Half the class argues YES and gives evidence.
Half the class argues NO and gives evidence.
The Court: Choose 5 introverts to sit at a table in front of the class. They choose the Chief Justice.
The month before
Ask the Rotarians to donate a gavel to your class. This is an old-fashioned debate. Go heavy on the ritual.
The Court
Listen to the evidence. You must add up the facts and draw conclusions. You will deliberate and render
your decision: Which team won? Who is the MVP? Choose a Chief Justice and turn over the gavel. and the
gavel over to the Chief Justice. Make a formal announcement: “As Chief Justice, you are in charge of keeping order in the courtroom.”
The grading system
Give one grade for every comment.
A - excellent analysis of facts.
B - very good analysis.
C - repeating another student, with elaboration.
D - a half-baked thought, has a tiny kernel of merit.
E - fuzzy thinking. The student has missed the point.
F - interrupting another student.
To get the floor, simply say "WELL . . . "
Once you have uttered that magic word, the floor is yours. An F for every interruption. Civility is crucial.
How to begin
Heavy on the ritual. Flip a coin and turn to one team: “Call it.” It is heads and they called heads: “What is
your pleasure? Would you like to go first or have the opposition go first?” It is heads and they called tails,
turn to the other team: “What is your pleasure?” The teams alternate: A student from Team A speaks, then a
student from Team B speaks.
A debate is like an airplane taking off.
First it has to crawl down the runway! Do not worry if the debate starts off slowly. Ignore the silence: Be
busy writing on your gradesheet. Once the kids see you have no intention of intervening, they’ll play along.
Some kids were born to debate. Let them model for the rest.
The teacher’s role
Recede to the back of the classroom. Do not look up. Be busy filling out names on your gradesheet.
Remember: Give a grade every time a student makes a comment.
How to end
Ten minutes before the end of class, the judges leave the room to deliberate. Remind them: Which team
won? Who is the MVP? While they are out, pass around the gradesheet. When a student looks at his/her
line of grades, he/she will know how to improve next time. Examples: “My name has no grades beside it.
I’d better say something next time!” "I repeat what others say. I’d better say something original next time."
"Half-baked! Next time I’ll do the reading." "A string of Fs. I’d better stop interrupting others!" As kids leave
class, post the gradesheet on the bulletin board outside your classroom. In red, label the MVP.
page 195
Group analysis
Lesson #115
"History involves figuring out complicated situations." .
Nelson Mandela spent 27 years in prison.
What do you think of that?
Life is like a rock group.
If you were to give the big
event to five rock groups,
they’d each come up with a
different song.
Group #1: The Boomers
Roundtable Discussion
These are the sunniest students in the class. These optimists are ready to tell you all the positive aspects. On
paper, they make a detailed list of the positive aspects.
Group #2: The Busters
These are the gloomiest students. These pessimists are
ready to tell you all the negative aspects. On paper, they
make a detailed list of all the negative aspects.
Group #3: The Factoids
These are the no-nonsense students in the classroom.
These folks care only about the facts.
On paper, they boil it down to just ten facts.
Group #4: The Emotionals
These social butterflies care only about their emotional
reactions. On paper, they express their emotional reactions.
Group #5: The Outrageous Ones
These free spirits are divergent thinkers and see everything
in a new light. On paper, they present a totally new way
to look at it!
page 196
Lesson #116
Group analysis
"History involves making sense out of a jumble of facts."
What is the moral of apartheid?
The teacher
Every historical event teaches a moral lesson.
The moral is . . .
A logical conclusion that teaches a lesson.
A moral implication or lesson taught by a fable or event.
A principle, standard, or habit with respect to right or wrong in conduct.
A maxim. (A concisely expressed rule of conduct.)
A general truth based on general observations of people.
Homework
Re-read your textbook chapter.
In class
Break into groups of 3.
Brainstorm: What is the moral of this story?
1. The logical conclusion of this story is . . .
2. This teaches principles of right and wrong . . .
3. This teaches standards of right and wrong . . .
4. This teaches habits of right and wrong . . .
5. This teaches ethical values . . .
6. This teaches moral courage . . .
7. This teaches the maxim . . .
A maxim is a concisely expressed rule of conduct.
8. This teaches a general truth based on general observations of people . . .
Sharing ideas
After 20 minutes, each group should share its conclusions.
page 197
9. Country Reports
Using National Geographic magazines, students teach the class.
page 199
Student projects
Lesson #117
Students teach the class!
COUNTRIES & CULTURES
EGYPT
Goal: Explain why Cairo is so crowded.
Writing: Read "Cairo - Clamorous Heart of Egypt" in National Geographic magazine (April 1993).
Examine the map: How would you describe the location of Egypt? How about the city of Cairo?
On paper, make 2 lists:
List 10 ways in which Cairo is a crowded city.
List 10 ways that people try to make a living there.
Turn your lists into a poster; decorate it with the map and pictures.
ERITREA
Goal: Explain why Eritrea became an independent country.
Seeing: Read "Eritrea Wins the Peace" in National Geographic magazine (June 1996).
Cut out the pictures, paste them onto posterboard, and write captions to explain them.
Examine the map, then locate Eritrea on the map of Africa.
Teach the class: Eritrea had to fight for its independence - against whom?
What hardships has the war created?
DJIBOUTI
Goal: Djibouti
Seeing: Read "Djibouti, New Nation on Africa's Horn" in National Geographic magazine (Oct 1978).
Cut out the pictures, paste them onto posterboard, and write captions to explain them.
Examine the map: Why do they call this region the Horn of Africa?
How would you describe the location of Djibouti?
Locate Djibouti on the map of Africa. Djibouti lies in a strategic spot - why?
List 6 problems that Djibouti has.
Speculate: What will happen to Djibouti in your lifetime?
MOROCCO
Goal: Describe life in Morocco.
Doing: In National Geographic magazine, read "Morocco-- Land of the Farthest West" (June 1971)
In National Geographic magazine, read "Fair of the Berber Brides" (January 1980).
Examine the maps: How would you describe the location of Morocco?
Of the Atlas Mountains? How about the capital city of Rabat? Casablanca?
Find Morocco on the map of Africa. Cut out the pictures and maps; paste them onto posterboard.
Write captions to explain them.
Teach the class: If you lived in Morocco, how would your life be different?
UGANDA
Goal: Describe life in Uganda - after the fall of Idi Amin.
Hearing: Read" Return to Uganda" in National Geographic magazine (July 1980).
Examine the map: How would you describe the location of Uganda? How about Kampala?
On tape, real aloud what it's like to live in Uganda: It's very dangerous - how come?
Who was Idi Amin? What do you predict will happen to Uganda in your lifetime?
Cut out the pictures and paste them onto posterboard. Teach the class.
page 200
SOUTH AFRICA
Goal: What was it like to grow up under apartheid?
Hearing: Read Journey to Jo'Burg by Naidoo.
Naledi and Tiro risked the dangers of racially torn South Africa .
They head for Johannesburg to find their mother and baby sister.
On tape, read the most interesting parts.
At the end of the tape, explain: What was it like to grow up under apartheid?
Goal: Explain the significance of being known as a developing region
rather than a less developed region.
Writing: Take a survey of adults (parents, grandparents, and teachers).
Ask two simple questions: "What comes to your mind when you think of China?"
"What comes to your mind when you think of Kenya?"
Write down the answers. How are the answers similar? Different?
How do you account for the difference in answers?
What does the difference have to do with the issue of economic development?
Goal: Explain what life was like under apartheid.
What was it like to be white in Johannesburg?
What was it like to be black in Soweto?
Read "South Africa's Lonely Ordeal" in National Geographic magazine (June 1977).
On paper, make a list of all the unfair things that existed in the bad old days.
Turn your list into a poster and decorate it with pictures.
Goal: Why did the government try to keep the races apart?
Hearing: Read Waiting for the Rain by Sheila Gordon.
Set in South Africa, Tengo and Frikkie have been friends since childhood.
Apartheid tries to pull them apart.
On tape, read the most interesting parts.
At the end of the tape, explain: Why did the government try to keep the races apart?
Goal: Analyze why the South African government sent black people to reservations.
Writing: Read the novel, Chain of Fire by Naidoo. (ALA Best Book.)
The government forced Naledi and other villagers to move to a "Bantu homeland.”
Take notes on what the homelands were like. Read them to the class.
Goal: Tell the life story of Nelson Mandela.
Hearing: Nelson Mandela, Long Walk to Freedom (Time-Warner).
Available at your public library, your state library system, bookstore chains, and Amazon.com
This is a book on tape. Danny Glover narrates Nelson Mandela's life story.
Goal: Tell the story of Gandhi in South Africa.
Gandhi spent 20 years in South Africa. He was the father of nonviolence.
Seeing: Go to Blockbuster and rent the film, Gandhi. Watch the first part of the movie.
Select parts that show how the South African government treated people of color.
Lead a class discussion: What was apartheid?
How would you describe the South African government?
How successful was Gandhi in achieving civil rights for Indian citizens living in South Africa?
page 201
Goal: Explain why parks are an issue in South Africa.
Doing: Read "A Place for Parks in the New South Africa" in National Geographic (July 1996).
Cut out the pictures and write a caption explaining each.
When you teach the class, discuss these issues:
What people problems does South Africa have?
Parks are important to South Africa's economy. Why?
Parks can be controversial. Why?
Goal: Locate the diamond and gold fields of South Africa.
Doing: Using the encyclopedia S for South Africa, make a salt map of that country.
Show the physical regions.
Locate the Kimberley diamond mines.
Locate the Witwatersrand gold fields of Witwatersrand (surrounding Johannesburg).
Locate the cities: Bloemfontein, Cape Town, Durban, Johannesburg, Kimberley, Port Elizabeth,
Pretoria, Soweto.
Goal: The Afrikaners. Tell the story of these white settlers.
Writing: Using the information below write a rhyming poem entitled, “The Great Trek.”
In 1652, Dutch settlers landed on the cape and founded Cape Town.
They believed in slavery: They enslaved people from East Africa and Malaysia.
They had children by their slaves: Today, their 4 million descendants are known as Coloureds.
In 1795, the British captured Cape Town. Waves of British settlers began arriving.
When the British abolished slavery in 1834, the Afrikaners were so angry they moved out.
In 1835, the Afrikaners began their Great Trek . . .
In covered wagons, they moved north.
As they moved north, the Zulu nation was moving south.
The Zulus were the most powerful black nation in all of Africa.
In 1838, a wagon train of 500 Afrikaners ran into 12,000 Zulus.
The Afrikaners circled their wagons and defeated the Zulu.
When diamonds and gold were discovered, the British took over all of South Africa.
The Afrikaners fought the British Army and lost.
By 1948, the Afrikaners had become the majority of the white population.
They got their revenge.
They took over the government and invented apartheid.
When the world was outraged, the Afrikaners circled their wagons.
This time, they lost.
Goal: The Afrikaners. Evaluate the people who invented apartheid.
Hearing: In order to evaluate a person or group, you need a yardstick.
Here are three yardsticks.
On tape: Using these yardsticks, how did the Afrikaners measure up?
“Do unto others as they would do unto you.” - The Golden Rule
"Thou shalt not covet thy neighbor's house." - The 10th Commandment
"We hold these truths to be self-evident, that all men are created equal,
That they are endowed by their Creator with certain unalienable Rights,
That among these are Life, Liberty, and the pursuit of Happiness."
- The Declaration of Independence
page 202
10. The Test
page 203
The Geography of Africa
If you answer them in order, you will score well. They are in logical order.
If you jumble them up, you will score less well. That’s how it’s done on the real
test.
All of our definitions
come from the
American Heritage
dictionary.
Test Questions
Geography
LOCATION
The Answers
Exact Location
1. a
1. Most of Africa lies ____ the Equator?
a. above
b. below
2. a
3. a
4. d
2. What line of latitude runs through Lake Victoria?
a. Equator
b. Tropic of Cancer
c. Tropic of Capricorn
5. b
It is north of the Equator
3. The Tropic of Cancer runs through ____ and the Tropic of Capricorn runs
through ____.
a. Egypt; South Africa
b. South Africa; Egypt
4. Which city lies the farthest from the Equator?
a. Cairo
c. Casablanca
b. Nairobi
d. Cape Town
e. Algiers
5. The parallel of latitude 23°27 north of the equator, the northern boundary of
the Torrid Zone, and the most northerly latitude at which the sun can shine
directly overhead.
a. Equator
b. Tropic of Cancer
c. Tropic of Capricorn
6. The parallel of latitude 23°27 south of the equator, the southern boundary of
the Torrid Zone, and the most southerly latitude at which the sun can shine
directly overhead.
a. Equator
b. Tropic of Cancer
c. Tropic of Capricorn
7. The imaginary great circle around the earth's surface, equidistant from the
poles and perpendicular to the earth's axis of rotation. It divides the earth
into the Northern Hemisphere and the Southern Hemisphere.
a. Equator
b. Tropic of Cancer
c. Tropic of Capricorn
page 204
6. c
It is south of the Equator
7. a
You need a mental map of
Africa. A map of Africa inside
of your head.
Relative Location
8. Which continent lies north of Africa?
a. Asia
c. North America
b. Australia
d. South America
8. e
e. Europe
9. a
10. a
9. Which continent lies east of Africa?
a. Asia
c. North America
b. Australia
d. South America
e. Europe
10. Which body of water does not separate Africa from the Middle East?
a. The Atlantic Ocean c. Mediterranean Sea e. Red Sea
b. The Indian Ocean d. Suez Canal
11. c
12. a
13. b
14. a
15. a
11. What body of water separates Africa from Europe?
a. The Atlantic Ocean c. Mediterranean Sea e. Red Sea
b. The Indian Ocean d. Suez Canal
16. e
17. d
12. What body of water lies to the west of Africa?
a. The Atlantic Ocean c. Mediterranean Sea e. Red Sea
b. The Indian Ocean d. Suez Canal
13. What ocean lies to the east of Africa?
a. The Atlantic Ocean c. Mediterranean Sea e. Red Sea
b. The Indian Ocean d. Suez Canal
14. What body of water separates Africa from the Americas?
a. The Atlantic Ocean c. Mediterranean Sea e. Red Sea
b. The Indian Ocean d. Suez Canal
15. Which countries lie on the Mediterranean coast?
a. Algeria, Libya, Egypt
b. Ghana, Nigeria, Liberia
c. Angola and the Congo
d. Somalia and Mozambique
e. both B and C
16. Which countries lie on the Atlantic Ocean?
a. Algeria, Libya, Egypt
b. Ghana, Nigeria, Liberia
c. Angola and the Congo
d. Somalia and Mozambique
e. both B and C
17. Which countries lie on the Indian Ocean?
a. Algeria, Libya, Egypt
b. Ghana, Nigeria, Liberia
c. Angola and the Congo
d. Somalia and Mozambique
e. both B and C
page 205
18. Which country connects North Africa to the Middle East?
a. Egypt
c. Algeria
e. South Africa
b. Nigeria
d. Congo
18. a
19. b
20. d
19. What is the richest, most powerful country in West Africa?
a. Egypt
c. Mali
e. South Africa
b. Nigeria
d. Congo
20. What is the most powerful country in Central Africa?
a. Egypt
c. Mali
e. South Africa
b. Nigeria
d. Congo
21. What is the richest, most powerful country in southern Africa?
a. Egypt
c. Mali
e. South Africa
b. Nigeria
d. Congo
page 206
21. e
PLACE
Continent
22. Africa is the ____ continent.
a. largest
b. second largest
22. b
Sometimes those Peters projections make you think Africa
is the biggest continent.
23. Africa
a.
b.
c.
23. c
A deck of cards (52), plus one.
has 53 countries, which is
about the same as the other continents.
less than the other continents.
more than any other continent in the world.
24. A former name for Africa, so used because its hinterland was largely
unknown and therefore mysterious to Europeans until the 19th century.
a. The Mysterious Continent
b. The Dark Continent
c. The Hinterland
25. What shaped the modern borders of African countries?
a. World War I
b. World War II
c. The Congress of Berlin
d. The Treaty of Versailles
e. The Boer War
24. b
25. c
The Europeans carved up
Africa.
26. c
27. a
The boundaries corresponded
to nothing - except a power
grab.
28. a
When a country was carved
out, it had many different ethnic groups.
29. a
26. Which statement is true?
a. The French took West Africa.
b. The British took Egypt, Kenya, Nigeria, and South Africa.
c. both
d. neither
27. Which statement is true?
a. The European powers carved up Africa into colonies.
b. The boundaries corresponded to the ethnic groups.
c. both
d. neither
28. Which statement is true?
a. African countries became independent.
b. Each ethnic group had its own separate country.
c. both
d. neither
Elevation
29. What does the surface of Africa look like?
a. It is a high plateau.
b. It is a low depression.
page 207
Topography
30. An elevated, comparatively level expanse of land; a tableland.
a. basin
b. plateau
31. What does the surface of Africa look like?
a. It has many mountain ranges.
b. It has no mountain ranges.
32. The Rift Valley is in Africa. A rift is a
a. fault or earthquake zone.
b. valley carved by a river.
c. valley with volcanic soil
d. all of the above
e. none of the above
33. In Africa, what is the single most important physical feature?
a. Sahara Desert
c. Suez Canal
e. Nile River
b. Lake Victoria
d. Great Rift Valley
34. In Africa, what is the biggest physical barrier to movement?
a. Sahara Desert
c. Suez Canal
e. Nile River
b. Lake Victoria
d. Great Rift Valley
35. If you were flying from Addis Ababa to Cairo, you would be following the
route of the
a. Sahara Desert
c. Suez Canal
e. Nile River
b. Lake Victoria
d. Great Rift Valley
36. If you were flying from Cairo to Casablanca, you would be flying over which
physical feature?
a. Sahara Desert
c. Suez Canal
e. Nile River
b. Lake Victoria
d. Great Rift Valley
37. If you were sailing from the Red Sea to the Mediterranean, you would pass
through which physical feature?
a. Sahara Desert
c. Suez Canal
e. Nile River
b. Lake Victoria
d. Great Rift Valley
38. If you were photographing elephants in Kenya, you would be in the
a. Sahara Desert
c. Suez Canal
e. Nile River
b. Lake Victoria
d. Great Rift Valley
39. If you went up the Nile River, you would end up where?
a. Sahara Desert
c. Suez Canal
e. Nile River
b. Lake Victoria
d. Great Rift Valley
page 208
30. b
31. b
The only continent with no
mountain ranges.
32. a
A rift is a fault.
Like the San Andreas fault in
California. A rift is a zone of
volcanoes and earthquakes.
33. d
Very important.
The rift separates High and
Low Africa.
34. a
35. e
36. a
37. c
38. d
39. b
When you go up the river, you
rise in elevation. Forget north /
south.
Vegetation zones
40. Africa
a.
b.
c.
has the world's largest
desert.
rainforest.
grasslands.
41. The Sahel is a wide band of
a. desert.
b. rainforest.
c. grasslands.
42. The Sahara is the world’s biggest
a. desert.
b. rainforest.
c. grasslands.
43. Equatorial Africa is a wide band of ____ along the Equator.
a. desert.
b. rainforest.
c. grasslands.
40. a
41. c
42. a
43. b
44. c
Today, Timbuktu is covered
with sand because the Sahara
Desert is spreading to the
south.
45. b
46. a
47. b
44. The Empire of Mali, based in Timbuktu, arose out of trade between the
Sahara Desert peoples and the rainforest peoples of West Africa. At that
time, Timbuktu lay in the
a. desert.
b. rainforest.
c. grasslands.
45. What vegetation surrounds the Congo River Basin?
a. desert.
b. rainforest.
c. grasslands.
46. North Africa is a land of
a. desert.
b. rainforest.
c. grasslands.
47. A long period of abnormally low rainfall, especially one that adversely
affects growing or living conditions.
a. flood
c. famine
b. drought
d. arable
page 209
Rivers
48. Which river is not in sub-Saharan Africa?
a. Nile
c. Congo
b. Niger
d. Zambezi
e. Orange
49. Which river flows north into the Mediterranean Sea?
a. Nile
c. Congo
e. Orange
b. Niger
d. Zambezi
50. Which river flows from Mali to Nigeria?
a. Nile
c. Congo
b. Niger
d. Zambezi
48. a
Most of Africa is
sub-Saharan Africa.
It is everything south of the
Sahara Desert.
49. a
50. b
51. c
e. Orange
52. d
53. a
51. Which river flows through Kinshasa and into the Atlantic Ocean?
a. Nile
c. Congo
e. Orange
b. Niger
d. Zambezi
52. Which river flows from the Great Lakes region into the Indian Ocean?
a. Nile
c. Congo
e. Orange
b. Niger
d. Zambezi
53. Which rivers runs through the desert?
a. Nile
c. Congo
b. Niger
d. Zambezi
e. Orange
54. Which river runs through the grasslands?
a. Nile
c. Congo
b. Niger
d. Zambezi
e. Orange
55. Which river runs through the rainforest?
a. Nile
c. Congo
b. Niger
d. Zambezi
e. Orange
56. Which river runs through South Africa?
a. Nile
c. Congo
b. Niger
d. Zambezi
e. Orange
55. c
56. e
57. c
Lake Chad is in the Sahara
Desert.
58. a
59. a
Lakes
57. Which lake is not part of the Great Lakes region?
a. Lake Victoria
c. Lake Chad
b. Lake Albert
d. Lake Tanganyika
e. Lake Nyasa
58. Which is the biggest lake?
a. Lake Victoria
c. Lake Chad
b. Lake Albert
d. Lake Tanganyika
e. Lake Nyasa
59. Which is the headwaters of the Nile River?
a. Lake Victoria
c. Lake Chad
b. Lake Albert
d. Lake Tanganyika
e. Lake Nyasa
page 210
54. b
Superlatives
60. The Sahara ____ the world’s largest desert.
a. is
b. is not
60. a
61. a
62. a
61. Lake Victoria ____ Africa’s largest lake.
a. is
b. is not
62. Madagascar ____ Africa’s largest island.
a. is
b. is not
63. The Nile ____ the longest river in Africa.
a. is
b. is not
63. a
64. a
65. a
66. a
67. a
A lot of factories there make
clothing. Check the label on
your shirt.
68. a
64. The Nile ____ the longest river in the world.
a. is
b. is not
65. Nigeria ____ the most populous country Africa.
a. is
b. is not
69. a
70. a
71. b
66. Cairo ____ the most populous city in Africa.
a. is
b. is not
67. Mauritius ____ the wealthiest country in Africa.
a. is
b. is not
68. South Africa ____ have the highest standard of living in Africa.
a. does
b. does not
69. South Africa ____ the most industrialized country in Africa.
a. is
b. is not
70. Nigeria ____ the No. 1 oil-producing country in Africa.
a. is
b. is not
71. Africa ____ the biggest continent.
a. is
b. is not
page 211
Islands & Peninsulas
72. 80% of Africa's people live in ____ Africa.
a. Saharan
b. sub-Saharan
72. b
Most of the land and most of
the people lie south of the
Sahara.
73. The Horn of Africa is a(n)
a. island
b. peninsula
73. b
c. strait
d. isthmus
e. archipelago
74. a
75. a
74. Madagascar is a(n)
a. island
b. peninsula
c. strait
d. isthmus
e. archipelago
75. Gibraltar is a(n)
a. island
b. peninsula
c. strait
d. isthmus
e. archipelago
76. Gibraltar lies in the middle of a(n)
a. island
c. strait
b. peninsula
d. isthmus
page 212
e. archipelago
76. c
The Strait of Gibraltar:
Narrow waterway between the
Atlantic and the
Mediterranean.
Cities
77. Which is not a coastal city?
a. Algiers
c. Tunis
b. Kinshasa
d. Mogadishu
78. Which is not a river city?
a. Cairo
b. Timbuktu
c. Khartoum
d. Kinshasa
79. Which city arose during a gold rush?
a. Cairo
c. Casablanca
b. Nairobi
d. Johannesburg.
e. Dar es Salaam
77. b
The capital of the Congo is up
the Congo River.
e. Nairobi
78. e
Cairo is on the Nile.
Timbuktu on the Niger.
Khartoum on the Nile.
Kinshasa on the Congo.
e. Algiers
80. When Nigeria’s capital city became too crowded, what did the government
do?
a. sent people to live out in the countryside.
b. moved the capital to the countryside.
79. d
Gold is South Africa.
80. b
Abuja is in the interior of the
country. Brazil did this;
Brasilia.
81. c
82. a
81. Which statement is true?
a. There are 800 ethnic groups in Africa.
b. There are 800 languages spoken in Africa.
c. both
d. neither
82. ____ is the most populous city in Africa.
a. Cairo
c. Johannesburg
b. Nairobi
d. Casablanca
83. a
Paris is a primate city.
It is many times bigger than
the next city in France.
e. Algiers
83. When a country has a city that is five times larger than all the other cities,
that city ____ the primate city.
a. is
b. is not
page 213
INTERACTION
84. Land that is fit for cultivation is known as ____ land.
a. flood
c. famine
b. drought
d. arable
85. Which vegetation zone is the best for farming?
a. desert
b. rainforest
c. grasslands
86. In Africa, what % of the people live in the countryside and work as
farmers?
a. 10%
b. 25%
c. one-third
d. one-half
e. 90%
87. Farming in Africa is difficult because Africa has
a. two deserts
b. a rainforest
c. grasslands turning to deserts.
d. all of the above
e. none of the above
88. The average farmer in Africa is a subsistence farmer. There ____ a surplus
food to sell on the market.
a. is
b. is not
89. In Africa, which are plantation crops?
a. coffee, tea, cocoa
b. rice, beans, millet
90. Like Texas, South Africa has huge
a. cattle ranches.
b. coffee plantations.
c. tea plantations.
91. The average farmer in Egypt grows
a. cocoa beans
c. tea
b. coffee beans
d. cotton
92. Egyptian farmers have always depended upon the ____ to irrigate their
crops.
a. Nile
c. Congo
e. Orange
b. Niger
d. Zambezi
93. A social and economic system based on the raising and herding of live
stock.
a. manorialism
b. pastoralism
page 214
84. d
85. c
A grasslands is like our Great
Plains. Think of all the wheat
and corn we grown on our
grasslands.
86. d
87. d
When it came to geography,
Africa was not dealt a full deck
of cards.
88. b
Subsistence farmers are
always poor.
89. a
90. a
91. d
Cotton likes dry heat.
92. a
93. b
In a pasture.
94. Growing cash crops is profitable, but risky.
a. The price goes up and down on the world market.
b. You can never predict whether your profits will go boom or bust.
c. both
d. neither
95. Various materials found in nature used in manufacturing such as wood,
coal, and oil.
a. raw materials
b. finished goods
96. One of the largest areas of deforestation occurs in
a. deserts
b. grasslands
c. rainforests
94. c
95. a
96. c
97. e
98. c
99. b
100. d
China? Where did that come
from! On the state test, you
must expect comparisons.
101. b
97. The forests are cut down
a. to clear farmland
b. for hardwood lumber
c. for building settlements
d. for grazing animals
e. all of the above
98. What are the consequences of deforestation?
a. increase in carbon dioxide
b. global warming
c. both
d. neither
99. What causes deforestation in Sub-Saharan Africa?
a. overgrazing
b. slash-and-burn farming
c. both
d. neither
100. Which countries have a problem of soil erosion?
A. Mexico
B. China
C. Saudi Arabia
D. Congo
a.
b.
c.
d.
e.
A and B
B and C
C and D
B and D
A and C
101. Overgrazing is one of the causes of
a. deforestation
b. desertification
c. both
d. neither
page 215
MOVEMENT
Movement of goods
102. Which statement is true?
a. African countries trade with one another.
b. Africa trades with Europe, Japan, and the United States.
c. both
d. neither
103. Which country depends almost entirely upon river transport?
a. Mexico
b. China
c. Saudi Arabia
d. Congo
e. all of the above
104. One
a.
b.
c.
d.
river is the nation's chief means of transportation.
Mexico
China
Saudi Arabia
Congo
105. Most of the country’s railroads are located in the mining region.
a. Mexico
b. China
c. Saudi Arabia
d. Congo
106. The country has only one seaport; it lies on the Atlantic Ocean.
a. Mexico
b. China
c. Saudi Arabia
d. Congo
Movement of people
107. The Bantu is a member of any of a large number of linguistically related
peoples of
a. Saharan
b. Sub-Saharan Africa
108. From 1500 to 1800, Europeans raided Africa, kidnapping millions of people and carrying them to
a. North America.
b. South America.
c. both
d. neither
109. The mass movement of people from one area to another.
a. cultural diffusion
c. migration
b. urbanization
d. social movement
page 216
102. b
African countries do not trade
with one another. They trade
with the rest of the world.
103. d
104. d
105. d
106. d
Mexico has seaports on the
Pacific. Don’t you watch “The
Love Boat”?
107. b
108. c
Most went to Brazil.
109. c
110. True or False: Only 10% of Africa's roads are paved.
a. True
b. False
110. a
111. Most
a.
b.
c.
d.
112. d
roads are unpaved. Fewer than 1% of the people own a car.
Mexico
China
Saudi Arabia
Congo
111. d
113. c
114. d
115. c
112. Students get to school by canoe.
a. Mexico
b. China
c. Saudi Arabia
d. Congo
116. d
117. d
113. In Africa, people have been moving from rural to urban areas in order to
a. flee wars.
b. escape famine.
c. find economic opportunities.
d. prevent epidemics.
e. raise the status of women.
114. Which country is losing population because of AIDS?
a. Mexico
b. China
c. Saudi Arabia
d. Congo
115. A severe immunological disorder resulting in a defect in the immune sys
tem.
a. malaria
c. AIDS
b. ebolla virus
d. sleeping sickness
116. The tsetse fly lives along the banks of Africa’s lakes and rivers. It transmits
____ which kills humans and livestock.
a. malaria
c. AIDS
b. ebolla virus
d. sleeping sickness
117. Which country would have the highest rate of HIV-AIDS infection?
a. Mexico
b. Indonesia
c. France
d. Kenya
e. China
page 217
Urbanization
118. b
118. The movement of people to cities in search of work.
a. cultural diffusion
c. migration
b. urbanization
d. social movement
119. Urbanization is the % of people who live in
a. cities.
b. the countryside.
120. In the developing world, most people move to the cities because they
a. need to flee war-torn areas.
b. seek economic opportunities.
121. Which comes first?
a. Industrialization
b. Urbanization
122. Which movement is necessary for industrialization and economic growth?
a. urban to rural migration
b. rural to urban migration
119. a
120. b
121. b
122. b
From the country to the city.
To work in a factory.
123. a
124. a
125. a
126. a
People move out of their villages and into a city, where
they mix with many different
ethnic groups at home and at
work. Think of New York City.
127. a
123. True or False: You must have urbanization before you can have
industrialization.
a. True
b. False
124. True or False: The most economically developed countries have a high
rate of urbanization.
a. True
b. False
125. Urbanization ____ economic development.
a. helps
b. hinders
126. Urbanization ____ hatred among ethnic groups.
a. weakens
b. strengthens
127. True or False: The higher urbanization, the higher the per capita income.
a. True
b. False
128. Which countries are the least urbanized?
A. Mexico
B. China
C. Saudi Arabia
D. Congo
a.
b.
c.
d.
e.
page 218
A and B
B and C
C and D
B and D
A and C
128. d
Movement of ideas
129. c
The Dutch spoke this and
invented apartheid.
129. The language of apartheid.
a. Bantu
b. Swahili
c. Afrikaans
130. b
131. a
130. A Bantu language of the coast and islands of eastern Africa from Somalia
to Mozambique. It is an official language of Tanzania and is widely used
as a lingua franca in eastern and east-central Africa.
a. Bantu
b. Swahili
c. Afrikaans
132. d
133. d
134. d
135. d
131. A group of over 400 closely related languages spoken in central, east-central, and southern Africa, belonging to the South Central subgroup of the
Niger-Congo language family and including Swahili, Kinyarwanda, Kirundi,
Zulu, and Xhosa.
a. Bantu
b. Swahili
c. Afrikaans
132. Only
a.
b.
c.
d.
one out of 1,000 people have a telephone.
Mexico
China
Saudi Arabia
Congo
133. The average person has no television, so he or she gets the news by
radio.
a. Mexico
b. China
c. Saudi Arabia
d. Congo
134. Which country does not have cell phones?
a. Mexico
b. China
c. Saudi Arabia
d. Congo
135. The most popular sport in Africa is
a. baseball
c. track
b. football
d. soccer
e. tennis
page 219
REGIONS
Sub-Saharan Africa
136. Sub-Saharan Africa lies ____ of the Sahara.
a. north
c. east
b. south
d. west
136. b
137. a
137. Sub-Saharan Africa covers all of these regions, except:
a. North Africa
c. East Africa
e. Central Africa
b. South Africa
d. West Africa
138. Which country lies on the border of the Sahara and the Sahel?
a. Egypt
c. Mali
e. South Africa
b. Angola
d. Congo
Physical Regions
e. Central Africa
140. a
141. e
Yes, you need a mental map
of Africa.
143. c
144. b
145. e
c. East Africa
d. West Africa
e. Central Africa
141. The Congo River Basin lies in
a. North Africa
c. East Africa
b. South Africa
d. West Africa
e. Central Africa
142. The Niger River flows through
a. North Africa
c. East Africa
b. South Africa
d. West Africa
e. Central Africa
143. The Horn of Africa lies in
a. North Africa
c. East Africa
b. South Africa
d. West Africa
e. Central Africa
144. The Cape of Good Hope lies in
a. North Africa
c. East Africa
b. South Africa
d. West Africa
e. Central Africa
145. Where would you expect always to find hot, rainy tropical weather?
a. North Africa
c. East Africa
e. Central Africa
b. South Africa
d. West Africa
146. Where would you expect always to find an arid climate?
a. North Africa
c. East Africa
e. Central Africa
b. South Africa
d. West Africa
page 220
139. a
142. d
139. Which region always has a scarcity of water?
a. North Africa
c. East Africa
b. South Africa
d. West Africa
140. The Nile River lies in
a. North Africa
b. South Africa
138. c
It is half desert and half grasslands
146. a
147. Which country does not border Lake Victoria?
a. Kenya
c. Rwanda
b. Tanzania
d. Uganda
148. Which country is landlocked?
a. Egypt
c. Mali
b. Nigeria
d. Congo
e. Chad
147. e
Chad is a favorite foil.
148. c
e. South Africa
149. a
Ancient Egypt
150. a
Cultural Regions
151. a
149. One of the world’s earliest ancient civilizations arose in
a. North Africa
c. East Africa
e. Central Africa
b. South Africa
d. West Africa
150. Which region is predominantly Muslim?
a. North Africa
c. East Africa
b. South Africa
d. West Africa
e. Central Africa
152. d
For African Americans, West
Africa is the Motherland.
153. b
154. a
155. c
151. The culture of this region developed differently from the rest of Africa
because of the Sahara Desert.
a. North Africa
c. East Africa
e. Central Africa
b. South Africa
d. West Africa
156. a
157. a
158. d
152. People from ____ were kidnapped, carried to the Americas, and enslaved.
a. North Africa
c. East Africa
e. Central Africa
b. South Africa
d. West Africa
153. Nelson Mandela lives in
a. North Africa
b. South Africa
c. East Africa
d. West Africa
154. In this region, people are mostly Arabs.
a. North Africa
c. East Africa
b. South Africa
d. West Africa
e. Central Africa
e. Central Africa
155. A monotheistic religion characterized by the acceptance of the doctrine of
submission to God and to Muhammad as the chief and last prophet of
God.
a. Judaism
c. Islam
e. Buddhism
b. Christianity
d. animism
156. Where would you expect to find a Bedouin?
a. North Africa
c. East Africa
b. South Africa
d. West Africa
e. Central Africa
157. Where would you expect to find a camel caravan?
a. North Africa
c. East Africa
e. Central Africa
b. South Africa
d. West Africa
158. Where was the Empire of Mali?
a. North Africa
c. East Africa
b. South Africa
d. West Africa
e. Central Africa
page 221
The Economy
159. The average family in Sub-Saharan Africa makes a living by
a. mining
b. fishing
c. farming or herding.
d. work on tropical plantations
AGRICULTURE
Types of Farms
159. c
160. b
161. a
162. b
163. a
164. a
165. a
160. Tropical foods, such as cocoa beans and coffee, are often grown on
a. family farms.
b. plantations.
161. 95% of Gambia’s income comes from the sale of peanuts.
This ____ an example of the term cash crops.
a. is
b. is not
162. This type of farm is barely sufficient to maintain life.
a. agribusiness
b. subsistence agriculture
163. This type of farm is high tech.
a. agribusiness
b. subsistence agriculture
164. Farming engaged in as a large-scale business operation embracing the
production, processing, and distribution of agricultural products and the
manufacture of farm machinery, equipment, and supplies. This is known
as
a. agribusiness
b. subsistence agriculture
165. Which is better for economic development?
a. agribusiness
b. subsistence agriculture
166. Which country has mostly subsistence agriculture?
a. Mexico
b. China
c. Saudi Arabia
d. Congo
Types of Crops
167. A crop grown for direct sale rather than for livestock feed is known as a
____ crop.
a. cash
b. subsistence
page 222
166. d
167. a
Farm technology
168. In the developing world, most farming is
a. low-tech.
b. high-tech.
168. a
169. e
170. a
169. Where many farmers use the slash-and-burn technique of farming.
A. Mexico
B. China
C. Saudi Arabia
D. Congo
a.
b.
c.
d.
e.
171. d
172. a
173. b
A and B
B and C
C and D
B and D
A and D
170. True or False: In order for people to learn modern farming techniques and
technology, they need to learn how to read.
a. True
b. False
% of the Labor Force
171. Which countries have over 50% of the population working in agriculture?
A. Mexico
B. China
C. Saudi Arabia
D. Congo
a.
b.
c.
d.
e.
A and B
B and C
C and D
B and D
A and C
172. If a country has 5% of its population engaged in farming, then it probably
has
a. high-tech farming and agribusiness.
b. low-tech farming and subsistence farms.
173. If a country has 50% of its population engaged in farming, it probably has
a. high-tech farming and agribusiness
b. low-tech farming and subsistence farms.
page 223
INDUSTRY
174. Which is the most important industry in the economies of African
countries?
a. primary
b. secondary
c. tertiary
Oil
174. a
Farming, fishing, mining.
175. b
176. a
177. d
178. d
175. When the price of oil is high, ____’s economy is booming. When the price
of oil is low, its economy is bust.
a. Egypt
c. Mali
e. South Africa
b. Nigeria
d. Congo
Mining
176. Africa ____ a treasure chest of minerals.
a. is
b. is not
177. Mining is the mainstay of the economy.
a. Mexico
b. China
c. Saudi Arabia
d. Congo
178. Which country’s economy depends almost completely on exporting
minerals?
a. Mexico
b. China
c. Saudi Arabia
d. Congo
179. South Africa’s economy is based upon
a. mining
b. manufacturing
c. both
d. neither
180. True or False: Five countries (South Africa, Libya, Nigeria, Algeria,
Zambia) produce most of Africa’s minerals.
a. True
b. False
181. South Africa ____ the world's No. 1 producer of gold.
a. is
b. is not
182. South Africa is the world's No. 1 producer of diamonds.
a. is
b. is not
page 224
179. b
South Africa has made the
breakthrough - it is heavy into
industry.
180. a
181. a
182. a
183. Where are the gold mines of Johannesburg?
a. North Africa
c. East Africa
b. South Africa
d. West Africa
183. b
e. Central Africa
184. b
185. d
184. Where are the diamond mines of Kimberley?
a. North Africa
c. East Africa
b. South Africa
d. West Africa
e. Central Africa
186. d
187. d
185. Despite being one of the world’s leading producers of copper, this country
is very poor.
a. Mexico
b. China
c. Saudi Arabia
d. Congo
188. d
189. c
190. e
186. In the 1970s, the price of copper fell, causing a major disruption of this
country’s economy.
a. Mexico
b. China
c. Saudi Arabia
d. Congo
187. This country has Columbite-tantalite (Coltan), a rare mineral and a vital
ingredient in making cell phones, pagers, and laptop computers.
a. Mexico
b. China
c. Saudi Arabia
d. Congo
188. Despite being the world’s No. 1 producer of cobalt, this country is very
poor.
a. Mexico
b. China
c. Saudi Arabia
d. Congo
189. Which statement is true?
a. The Democatic Republic of the Congo and Zambia produce 75% of
the world's cobalt.
b. Cobalt is a rare mineral used to treat cancer.
c. both
d. neither
Wild Game
190. Poachers often kill or kidnap gorillas in
a. North Africa
c. East Africa
b. South Africa
d. West Africa
e. Central Africa
page 225
The Timber Industry
191. In the rainforests of Central Africa, people cut down the hardwood trees.
Mahogany ____ a hardwood tree.
a. is
b. is not
191. a
192. About 75% of the country is covered with forests.
a. Mexico
b. China
c. Saudi Arabia
d. Congo
194. c
193. Africa has ____ of the world's forests.
a. 5%
b. 10%
c. 25%
d. 50%
e. 90%
197. e
194. Which statement is true?
a. There is a strong lumber industry in West Africa and Central Africa.
b. Without careful management of the rainforests, they will be
destroyed.
c. both
d. neither
Hydroelectric Power
195. Which country is the world’s leader in producing hydroelectric power?
a. Mexico
b. China
c. Saudi Arabia
d. Congo
196. 98%
a.
b.
c.
d.
of this country’s electricity is generated by hydroelectric power.
Mexico
China
Saudi Arabia
Congo
197. Which region produces the most hydroelectric power?
a. North Africa
c. East Africa
e. Central Africa
b. South Africa
d. West Africa
198. Since the Aswan Dam was built on the ____, the river no longer floods.
a. Nile
c. Congo
e. Orange
b. Niger
d. Zambezi
199. What makes hydroelectric power possible?
a. minerals
c. rivers
b. petroleum
d. latitude
page 226
192. d
193. c
195. d
The Congo is a wild rushing
river.
196. d
198. a
199. c
MANUFACTURING
200. In order to become developed, countries in Africa must develop which
industry?
a. farming
b. mining
c. manufacturing
201. Most African countries ____ industrialized.
a. are
b. are not
202. South Africa ____ the most industrialized country in Africa.
a. is
b. is not
Type of Industry
200. c
201. b
202. a
203. a
204. b
205. c
206. c
207. b
208. b
209. c
203. A farm is a ____ industry.
a. primary
b. secondary
c. tertiary
204. A textile mill is a ____ industry.
a. primary
b. secondary
c. tertiary
205. Tourism is a ____ industry.
a. primary
b. secondary
c. tertiary
206. A bazaar is a ____ industry.
a. primary
b. secondary
c. tertiary
207. A copper mine is a ____ industry.
a. primary
b. secondary
c. tertiary
208. A steel mill is a ____ industry.
a. primary
b. secondary
c. tertiary
209. A bank is a ____ industry.
a. primary
b. secondary
c. tertiary
page 227
The Economic System
210. Which economic system is best for economic development?
a. command economy
c. mixed economy
b. market economy
d. traditional economy
210. b
That’s what we have in the
U.S.
211. b
211. Which is capitalism?
a. command economy
b. market economy
212. Which is communism?
a. command economy
b. market economy
c. mixed economy
d. traditional economy
212. a
213. a
214. b
c. mixed economy
d. traditional economy
215. b
216. b
213. Which has government control of the economy?
a. command economy
c. mixed economy
b. market economy
d. traditional economy
214. Which is free enterprise?
a. command economy
b. market economy
218. b
219. b
c. mixed economy
d. traditional economy
215. An economic system based on the private ownership of the means of
production and distribution of goods.
a. command economy
c. mixed economy
b. market economy
d. traditional economy
216. Supply and demand shapes which economy?
a. command economy
c. mixed economy
b. market economy
d. traditional economy
217. An economic system controlled by strong, centralized government, which
usually focuses on heavy industry. With little attention paid to agriculture,
light industry or consumer goods.
a. command economy
c. mixed economy
b. market economy
d. traditional economy
218. An economy based on free trade, supply and demand.
a. command economy
c. mixed economy
b. market economy
d. traditional economy
219. The laws of supply and demand control the economy.
a. command economy
c. mixed economy
b. market economy
d. traditional economy
220. A central authority determines the type and quantity of goods to be produced.
a. command economy
c. mixed economy
b. market economy
d. traditional economy
page 228
217. a
220. a
Nationalization
221. True or Fale: Nationalization is the same thing as government ownership.
a. True
b. False
221. a
222. A nationalist believes that ___ should own the natural resources of the
country.
a. foreign investors
b. the nation
223. c
223. Economic nationalism is when people want their nation to own the country’s
a. major industries.
b. natural resources.
c. both
d. neither
226. a
224. Nationalization is when the government takes over the nation’s
a. major industries.
b. natural resources.
c. both
d. neither
222. b
224. c
225. b
227. c
228. a
229. b
230. b
225. When an industry is converted from private to governmental ownership
this is
a. privatization.
b. nationalization.
226. When a country nationalizes an industry, it converts it from ____ to ____
ownership.
a. private; government
b. government; private
227. A nationalized industry is
a. a state-run industry.
b. run by the government.
c. both
d. neither
228. Nationalization is an attempt to
a. break from the past.
b. return to the past.
229. In the Congo today, what is the economic trend?
a. communism, nationalization, and a command economy
b. capitalism, privatization, and a market economy
230. World-wide, the trend in economic systems is toward a ____.
a. command economy
c. mixed economy
b. market economy
d. traditional economy
page 229
Levels of Development
231. Nations that are economically and technologically less advanced than
industrialized nations are ____ nations.
a. developed
b. developing
231. b
232. Nations that are economically and technologically highly advanced
industrialized nations are ____ nations.
a. developed
b. developing
234. d
233. A developed country has a relatively high level of
a. industrial capability
b. technological sophistication.
c. economic productivity.
d. all of the above
e. none of the above
234. A developing country has a relatively low level of
a. industrial capability.
b. technological sophistication.
c. economic productivity.
d. all of the above
e. none of the above
235. Which are developed countries?
a. U.S., Japan, and Western Europe
b. Most countries of Asia, Africa, and Latin America
236. Which are developing countries?
a. U.S., Japan, and Western Europe
b. Most countries of Asia, Africa, and Latin America
237. Which was the economic result of colonialism and imperialism?
a. Increase the economic development of Western Europe.
b. Keep Asia, Africa, and Latin America economically underdeveloped.
c. both
d. neither
238. Which factor would promote economic growth in the Congo today?
a. increase the population doubling time
b. increase the number of unskilled workers
c. increase the export of natural resources
d. attract investment capital and build factories
page 230
232. a
233. d
235. a
236. b
237. c
238. d
How to measure a country’s economic growth
239. The total market value of all the goods and services produced within the
borders of a nation during a specified period.
a. GDP
b. per capita income
239. a
240. The country’s wealth divided by its population is known as
a. GDP.
b. per capita income.
242. d
240. b
241. b
243. c
244. b
241. Which economic indicator describes a country’s national wealth?
a. Per Capita Income
b. Gross Domestic Product
245. b
There’s that China again.
246. c
242. Where can you find the gross domestic product of a particular country?
a. encyclopedia
b. dictionary
c. world atlas
d. world almanac
e. world map
243. A developed country has a GDP in the
a. millions
b. billions
c. trillions
244. A developing country usually has a GDP in the
a. millions
b. billions
c. trillions
247. a
248. a
245. Which country’s economy is measured in trillions of dollars?
a. Mexico
b. China
c. Saudi Arabia
d. Congo
e. all of the above
246. Which statement is true?
a. If you import more than you export, your GDP falls.
b. If you have a trade deficit, your GDP falls.
c. both
d. neither
247. True or False: When a developing country tries to promote economic
growth, it is trying to raise its GDP.
a. True
b. False
248. True or False: The best measure of a country’s economic growth is its
GDP.
a. True
b. False
page 231
What scares away investors?
249. What scares away investors?
a. nationalization of an industry
b. privatization of an industry
249. a
250. d
251. a
250. Which does not attract capital investment?
a. low wages
b. low tariffs
c. low taxes
d. low productivity
e. low transportation costs
251. The raising of prices on consumer goods due to an increase in the money
supply.
a. inflation
b. unemployment
252. What scares away investors?
a. inflation
b. unemployment
253. A society's practical knowledge, especially with reference to its material
culture and modes of production.
a. science
b. technology
254. Which statement is true?
a. Private corporations supply the technology.
b. The population must have a high literacy rate to understand
and work with technology.
c. both
d. neither
255. Political instability ____ capital investment and economic growth.
a. encourages
b. discourages
256. Businesses like to invest in countries that are politically stable. In recent
times, which countries have had civil wars?
a. Liberia
b. Somalia
c. Angola
d. Rwanda
e. all of the above
page 232
252. a
Think about it: Employers
need
unemployed workers.
253. b
254. c
255. b
Here’s something interesting:
The Middle East is so politically unstable that investors who
live there do not invest their
money there.
256. e
Diversification
257. A diversified economy has
a. heavy industry
b. light industry
c. both
d. neither
258. Which is better for economic development?
a. a diversified economy
b. a one-industry economy
Diversity is good!
257. c
258. a
259. c
Saudi Arabia, where did that
come from?
Be prepared to make comparisons between countries.
260. d
261. b
259. Which country’s economy is almost totally dependent upon the oil industry?
a. Mexico
b. China
c. Saudi Arabia
d. Congo
e. all of the above
262. a
263. a
264. a
As Americans, we might want
to give this some thought.
265. b
260. Which country’s economy is almost totally dependent upon the mining
industry?
a. Mexico
b. China
c. Saudi Arabia
d. Congo
e. all of the above
Exports and Imports
261. The bringing in of goods from another country for sale or trade.
a. exports
b. imports
262. The sending of goods to another country for sale or trade.
a. exports
b. imports
263. The key to economic development lies in becoming an ____ nation.
a. exporting
b. importing
264. Which is better for your country’s economic growth?
a. export raw materials; the buyer turns them into finished products
b. import raw materials, you turn them into finished products
c. both
d. neither
265. A developed country exports primarily
a. raw materials.
b. finished goods.
c. both
d. neither
page 233
266. A developing country will never become a developed country as long as it
exports primarily
a. raw materials.
b. finished goods.
c. both
d. neither
267. Which is more profitable?
a. exporting raw materials.
b. exporting finished goods.
c. both
d. neither
268. Which is an example of economic interdependence?
a. Mexico owns its oil industry and uses it for industrialization.
b. China owns its steel industry and uses it for industrialization.
c. The Congo owns its copper industry and uses it for industrialization.
d. The U.S. sells computers to and buys oil from Saudi Arabia.
e. all of the above
269. Which is better for economic growth?
a. a trade deficit
b. a trade surplus
page 234
266. a
267. b
268. d
269. b
You make money.
You use it to build more factories.
270. A country’s standard of living is the level of material comfort as measured
by the ____ available to the individual.
a. goods
b. services
c. luxuries
d. all of the above
e. none of the above
270. d
271. Which is the best economic indicator for standard of living?
a. Per Capita Income
b. Gross Domestic Product
c. Life Expectancy
d. Infant Mortality
e. Literacy Rate
275. c
272. True or False: If per capita income is high, the country’s people have a
high standard of living.
a. True
b. False
271. a
272. a
273. a
274. b
276. a
277. a
Many people find this surprising. Get with it!
278. c
273. True or False: If per capita income is low, the country’s people have a low
standard of living.
a. True
b. False
274. Per capita income: What is the world average?
a. $ 400
b. $ 5,000
c. $26,000
275. Per capita income: Which per capita income is considered high?
a. $ 400
b. $ 5,000
c. $26,000
276. Per capita income: Which per capita income is considered low?
a. $ 400
b. $ 5,000
c. $26,000
277. In terms of per capita income, which country is smack dab in the middle
of the world?
a. Mexico
b. China
c. Saudi Arabia
d. Congo
278. The % of people in a country who have the ability to read and write.
a. infant mortality rate
b. life expectancy
c. literacy rate
page 235
279. The number of years that an individual is expected to live as determined
by statistics.
a. infant mortality rate
b. life expectancy
c. literacy rate
280. What are the best indicators for health care?
A. Per Capita Income
B. Gross Domestic Product
C. Life Expectancy
D. Infant Mortality
E. Literacy Rate
a.
b.
c.
d.
e.
A and B
B and C
C and D
B and D
A and C
281. Better health care ___ the size of the population.
a. increases
b. decreases
282. Which is a sign of an improved standard of living?
a. short life expectancy
b. long life expectancy
283. Which country has the shortest life expectancy?
a. Mexico
b. China
c. Saudi Arabia
d. Congo
284. Which country has the longest life expectancy?
a. Mexico
b. China
c. Saudi Arabia
d. Congo
285. Which is a sign of an improved standard of living?
a. a low infant mortality rate
b. a high infant mortality rate
286. Which country has the lowest infant mortality rate?
a. Mexico
b. China
c. Saudi Arabia
d. Congo
287. Which improves economic growth?
a. a low literacy rate
b. a high literacy rate
page 236
279. b
280. c
281. a
282. b
283. d
Men: 48 years old
284. a
You betcha.
285. a
286. a
287. b
288. Which country has the highest literacy rate?
a. Mexico
b. China
c. Saudi Arabia
d. Congo
288. a
289. c
290. b
289. Which country has the lowest literacy rate?
a. Mexico
b. China
c. Saudi Arabia
d. Congo
290. In this country, 180 million people cannot read or write.
a. Mexico
b. China
c. Saudi Arabia
d. Congo
page 237
The Political System
What colonialism did to the economy
291. An unprocessed natural product used in manufacturing is a
a. raw material.
b. finished good.
c. both
d. neither
291. a
292. The policy of maintaining colonies as a source of raw materials and new
markets is
a. nationalism
c. mercantilism
b. communism
d. economic development
295. a
293. Which statement about colonialism is true?
a. The raw materials of Asia and Africa were sent to Europe.
b. In European factories, they were turned into finished goods.
c. Europe then sold the manufactured goods in Asia and Africa.
d. all of the above
e. none of the above
298. b
294. Under colonialism, most of the factories were in
a. Europe
b. Asia and Africa
c. both
d. neither
295. When colonialism came to an end, most of the factories were in
a. Europe
b. Asia and Africa
c. both
d. neither
296. Under colonialism, the European power ___ industrialize their colonies in
Asia and Africa.
a. did
b. did not
297. Under colonialism, the mother country ___ industrialize the colony.
a. does
b. does not
298. Under colonialism, the typical person in Asia and Africa had a job
a. in government.
b. on a farm.
c. in a factory.
page 238
292. c
293. d
294. a
296. b
297. b
299. What is economic development?
a. It is when a country exports raw materials.
b. It is when a country uses its raw materials to produce manufactured
goods for export.
c. both
d. neither
300. True or False: Colonialism turned many people in Asia, Africa, and Latin
America into economic nationalists.
a. True
b. False
301. If a country is simply exporting raw materials, then it ___ economically
developed.
a. is
b. is not
299. b
300. a
301. b
302. b
303. d
304. b
305. e
306. b
307. a
302. When did the economic development of Asia and Africa begin?
a. before colonialism
b. after independence
c. both
d. neither
What colonialism did to the culture
303. Colonialism distorted the ___ in each country of Asia and Africa.
a. political system
b. economy
c. culture
d. all of the above
e. none of the above
304. Under colonialism, the European powers ____ the traditional culture of
countries in Asia and Africa.
a. revered
b. Westernized.
305. Under colonialism, the European powers changed the ___ of countries in
Asia and Africa.
a. language
b. customs
c. clothing
d. sports and entertainment
e. all of the above
306. Under colonialism, the average citizen in countries of Asia and Africa felt
a. honored.
b. inferior.
307. True or False: Colonialism turned many people in Asia, Africa, and Latin
America into cultural nationalists.
a. True
b. False
page 239
What colonialism did to ethnic groups
308. When the European powers carved up Asia and Africa, they
a. created one country based on one ethnic group.
b. created one country that included a variety of ethnic groups.
c. both
d. neither
309. When a country has 200 different ethnic groups, it is ___ to rule.
a. easy
b. difficult
310. When a European power governed a country with 200 different ethnic
groups, it ruled by
a. force.
b. elections.
311. When a newly independent country governed a country with 200 different
ethnic groups, it usually ruled by
a. force.
b. elections.
312. After
a.
b.
c.
d.
e.
independence, what happened to the ethnic groups?
The ethnic groups took turns at ruling the country.
The ethnic groups shared power in complete harmony.
Each ethnic group competed for political power.
all of the above
none of the above
Summary
313. Colonialism was responsible for creating
a. political repression.
b. economic exploitation.
c. cultural distortion.
d. all of the above
e. none of the above
314. Under colonialism, the European powers did all of the following, except:
a. used the colonies as sources of raw materials.
b. sent the raw materials to Europe to be turned into finished goods.
c. encouraged the colonies to develop their own industries.
d. used the colonies as a market for manufactured goods from Europe.
e. kept the colonies politically dependent for as long as possible.
page 240
308. b
309. b
310. a
311. a
312. c
313. d
314. c
Europe liked to keep Asia and
Africa underdeveloped.
What colonialism did to the political system
315. e
315. Which regions of the world experienced colonialism?
a. Latin America
b. Asia
c. The Middle East
d. Africa
e. all of the above
316. A region that is politically controlled by a distant country and dependent on
that foreign country is a
a. nation
c. colony
e. territory
b. nation-state
d. satellite
316. c
317. d
318. c
319. c
320. e
321. e
317. Which statement about colonialism is true?
a. The European powers treated Africans and Asians as a first-class
citizens.
b. Most European powers gave Africans and Asians experience in
self-government.
c. both
d. neither
318. Which statement about colonialism is true?
a. The European powers treated Africans and Asians as
second-class citizens.
b. Most European powers gave Africans and Asians no experience in
self-government.
c. both
d. neither
319. Democracy is difficult to establish in nations
a. where leaders have had no experience in self-government.
b. that have not had a tradition of democracy.
c. both
d. neither
320. Democracy is when a country has
a. a constitution and bill of rights.
b. congress or parliament.
c. independent judiciary.
d. political parties.
e. all of the above
321. Which democratic institution existed under colonialism?
a. a constitution and bill of rights
b. congress or parliament
c. independent judiciary
d. political parties
e. none of the above
page 241
322. Democracy is when people ___ participate in government.
a. do
b. do not
322. a
323. b
324. a
323. Under colonialism, most European powers ___ allow people to participate
in government.
a. did
b. did not
325. a
326. a
327. a
324. Under colonialism, most European powers ruled a colony by
a. force
b. a multi-party system.
c. both
d. neither
325. True or False: New nations that have had no experience with democracy
are often ruled by military dictatorships.
a. True
b. False
326. True or False: New nations that have had no experience with democracy
often have a one-party system.
a. True
b. False
327. True or False: New nations that have had no experience with democracy
often experience civil wars.
a. True
b. False
328. True or False: New nations that have had no experience with democracy
often experience revolutions.
a. True
b. False
329. True or False: Colonialism turned many people in Asia, Africa, and Latin
America into political nationalists.
a. True
b. False
page 242
328. a
329. a
Independence Movements
330. The rise of ____ led to independence for many African nations.
a. nation
c. nationalism
e. culture
b. nation-state
d. nationalization
330. c
331. b
332. b
331. Most of Asia and Africa became independent ____ World War II.
a. before
b. after
332. As a result of World War II, the European powers were ___ to hold onto
their colonies in Asia and Africa.
a. able and willing
b. unable or unwilling
333. d
334. a
335. d
333. Which European powers were devastated during World War II?
a. England and France
b. Belgium and the Netherlands
c. Germany
d. all of the above
e. none of the above
334. Which region became independent in the early 19th century?
a. Latin America
b. East Asia
c. The Middle East
d. Africa
e. all of the above
335. Which region became independent in the mid-20th century?
a. Latin America
b. East Asia
c. The Middle East
d. Africa
e. all of the above
page 243
What is nationalism?
336. The shared beliefs, customs, practices, and social behavior of a particular
nation or people.
a. nation
c. nationalism
e. culture
b. nation-state
d. nationalization
336. c
337. An intense love of one’s country which ties members of a nation together.
a. nation
c. nationalism
e. culture
b. nation-state
d. nationalization
339. c
337. c
338. c
340. c
341. c
338. The feeling of pride in and devotion to one’s country which often leads to
revolts against foreign domination.
a. nation
c. nationalism
e. culture
b. nation-state
d. nationalization
339. The belief that one's nation is better off as an independent state.
a. nation
c. nationalism
e. culture
b. nation-state
d. nationalization
340. The willingness to go to extreme measures to achieve political, economic,
and cultural self-rule.
a. nation
c. nationalism
e. culture
b. nation-state
d. nationalization
341. Which statement is true?
a. Nationalism can unite people into a stable nation.
b. Nationalism can tear a nation apart.
c. both
d. neither
342. Which country has experienced a wave of nationalism?
a. Mexico
b. China
c. Saudi Arabia
d. Congo
e. all of the above
343. A nationalist desires all of the following, except:
a. self-determination.
b. national sovereignty.
c. nationalization of industry.
d. revere traditional culture.
e. foreign domination.
344. A nationalist changes the name of the country in order to
a. discard European colonialism.
b. revere the traditional culture.
c. both
d. neither
345. True or False: To one extent or the other, all countries are nationalistic.
a. True
b. False
page 244
342. e
343. e
344. c
345. a
346. What is nationalism?
a. A political movement that seeks self-government.
b. A political movement that already has self-government.
c. both
d. neither
|8
347. What does a nationalist believe?
a. The nation has a unique national character.
b. The interests and values of the nation take priority
over all other interests and values.
c. The nation must be as independent as possible.
d. all of the above
e. none of the above
348. A nationalist wants his/her nation-state to have
a. complete independence.
b. self-government.
c. both
d. neither
349. A nationalist wants his/her nation-state to be free from
a. foreign domination.
b. interference from other nations or the state.
c. both
d. neither
350. “Remember the Congress of Berlin!” This stirs up nationalism in
a. Latin America.
b. East Asia.
c. the Middle East.
d. Africa.
351. Patrice Lumumba, Jomo Kenyatta, and Kwame Nkrumah, Jomo Kenyatta
a. refused to join the OAU.
b. led independence movements in Africa.
c. were rivals in the Congo.
d. opposed membership in the United Nations.
e. led the ethnic strife in several African countries.
352. Which statement is true?
a. Before World War I, there were only two independent countries in
Africa.
b. Today, Africa has 53 independent countries.
c. both
d. neither
page 245
Apartheid
353. True or False: Before the Europeans came, the Zulu nation had an empire
in Natal.
a. True
b. False
353. a
354. a
355. c
354. The first Europeans to settle in South Africa were the
a. Dutch.
b. British
355. Which statement is true?
a. In 1900, the Dutch called themselves Boers.
b. Today, the Dutch call themselves Afrikaners.
c. both
d. neither
359. e
Yes, 1948.
360. c
84%
357. Apartheid meant ____ discrimination against nonwhites.
a. legal
b. political
c. economic
d. all of the above
e. none of the above
358. Who invented apartheid?
a. The Dutch
b. The British
359. Apartheid began in the mid-____ century.
a. 16th
b. 17th
c. 18th
d. 19th
e. 20th
360. When apartheid began, black Africans comprised what % of the population?
a. 60 %
b. 70%
c. 80%
d. 90%
e. 100%
page 246
357. d
358. a
356. True or False: Apartheid was an official policy of racial segregation spon
sored by the government.
a. True
b. False
361. Apartheid began in what country?
a. England
c. Kenya
b. Holland
d. Congo
356. a
e. South Africa
361. e
362. Under apartheid black Africans were not allowed to attend
a. regular public school.
b. the university.
c. church with whites.
d. all of the above
e. none of the above
363. Under apartheid, a black African____ a citizen.
a. was
b. was not
364. Under apartheid, a black African had which rights?
a. political rights (vote)
b. civil rights (freedom of speech, press, religion, assembly)
c. civil liberties (right to a trial).
d. all of the above
e. none of the above
362. d
363. b
364. e
365. e
366. a
367. a
368. c
369. a
370. d
365. What happened under the Natives Resettlement Act?
a. The cities were declared White.
b. The outskirts were declared Black.
c. The government forcibly removed blacks from the cities.
d. The government resettled blacks (just outside the city limits)
into all-black “Townships.”
e. all of the above
366. True or False: Under apartheid, black Africans had to leave the cities.
a. True
b. False
367. True or False: Black Africans had to carry passports in order to move
inside their own country.
a. True
b. False
368. The “Bantu Homelands” were
a. unpopulated
b. wastelands
c. both
d. neither
369. True or False: Like Nazi Germany, every person in South Africa was put
into a “Racial Register.”
a. True
b. False
370. Under apartheid, Johannesburg was an all-white city surrounded by an
all-black township. The black township, was the scene of protests from
1976 to 1994. What was the name of the black township?
a. Pretoria
c. Bloemfontein
e. Jo’burg
b. Durban
d. Soweto
page 247
371. Which statement about apartheid is not true?
a. Black families were evicted from the city.
b. They were forced into all-black townships outside of the cities.
c. In the townships, the housing was government-owned.
d. In the townships, there were no jobs.
e. Blacks were not allowed to work in the white cities.
371. e
372. Under apartheid, organizations that protested against apartheid ____
banned.
a. were
b. were not
374. c
373. What happened at the Sharpeville Massacre?
a. In March 1960, police fired into a peaceful black protest.
b. The police killed 69 and wounded hundreds.
c. The government banned the leading black protest groups.
d. Protesters like Nelson Mandela were arrested.
e. all of the above
374. Which books and newspapers were censored?
a. Ones that critized the ruling party, the National Party.
b. Ones that criticized the ruling church, the Dutch Reformed Church.
c. both
d. neither
375. Which statement is true?
a. During the Cold War, the South African government opposed
communism.
b. The U.S. supported the government of South Africa.
c. both
d. neither
376. Which statement is true?
a. South Africa was once part of the British Empire.
b. Blacks in South Africa spoke English in school.
c. In 1976, Afrikaans became the official language of black schools.
d. Black children would no longer be taught English.
e. all of the above
377. What happened at Soweto?
a. Soweto was the largest black community in South Africa.
b. In 1976, middle and high school students protested against
Afrikaans.
c. The police fired on students.
d. In two years, 600 young people died and 10,000 were wounded.
e. all of the above
page 248
372. a
By day, people worked in the
cities. They had to be out of
the city by sundown.
373. e
375. c
In those days,
the U.S. supported any government that was anti-communist.
376. e
377. e
378. What happened in the 1970s?
a. The Pretoria government imprisoned 40,000 blacks.
b. The Pretoria government killed Steve Biko, a young black leader.
c. The Anglican Church (British, Episcopal) opposed apartheid.
d. all of the above
e. none of the above
379. What happened in the 1980s?
a. Bishop Desmond Tutu won the Nobel Peace Prize.
b. He called upon foreign countries to limit their trade with
South Africa.
c. He called upon foreign countries to limit their investment in
South Africa.
d. all of the above
e. none of the above
378. d
379. d
380. d
381. b
382. d
383. e
384. c
385. a
380. “Disinvestment” meant that U.S. ____ withdrew their money from corporations in South Africa.
a. churches
b. universities
c. individual investors
d. all of the above
e. none of the above
381. By 1989, South Africa’s economy was
a. doing fine.
b. destroyed.
382. What happened around the world in 1990?
a. The destruction of South Africa’s economy
b. The fall of the Soviet Union
c. The end of the Cold War
d. all of the above
e. none of the above
383. What happened in South Africa in the 1990s?
a. In 1990, South Africa got a new Prime Minister.
b. He released Mandela.
c. In theory, all apartheid laws were repealed.
d. In 1994, South Africa’s first free elections were held.
e. all of the above
384. Who was elected President of South Africa in 1994?
a. Botha
b. F.W. de Klerk
c. Nelson Mandela
385. What ended apartheid?
a. economic pressure
b. political pressure
page 249
The end of apartheid
386. What was the name of Nelson Mandela’s political party?
a. Organization of African Unity
b. African National Congress
386. b
387. c
388. d
387. The primary goal of the African National Congress (ANC) was to
a. suppress the black minority.
b. promote Bantustans.
c. rule as the majority political party.
d. uphold apartheid.
e. fight communsm.
388. Which statement about apartheid was true?
a. The majority is white.
b. The majority is black.
c. The majority was not allowed to vote.
d. all of the above
e. only A and B
389. During the 1980s, many nations reacted to apartheid by
a. sending troops to oppose it.
b. an economic boycott.
c. investing in that nation’s businesses.
d. repealing apartheid laws.
390. Which event caused the rest?
a. The election of Nelson Mandela
b. Apartheid laws were repealed.
c. The government began working toward the equally of all of its
citizens.
page 250
389. b
390. a
The Political System Today
391. Immediately after independence, which form of government was the most
typical in Africa?
a. constitutional monarchy
b. absolute monarchy
c. democratic republic
d. military dictatorship
e. theocracy
391. d
392. a
393. e
Organization of African Unity
394. b
395. e
392. The removal of people of a specific ethnic group by means of genocide,
terror, or forced expulsion ____ ethnic cleansing.
a. is
b. is not
393. Which regional organization solves problems in Africa?
a. APEC
e. OAU
b. EU
f. OAS
c. NATO
g. OPEC
d. NAFTA
h. Arab League
Requirements for democracy
394. True or False: In order to have a democratic political system, a country
must be highly industrialized and economically developed.
a. True
b. False
395. Which factor is necessary for the development of democratic institutions?
a. an industrialized society
b. a high degree of economic development
c. a strong agriculture
d. a variety of natural resources
e. respect for the rights of the individual
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Political Parties
396. Which system is more democratic?
a. one-party system
b. multi-party system
c. both
d. neither
397. Which system has a parliament or congress?
a. one-party system
b. multi-party system
c. both
d. neither
396. b
397. b
398. b
399. b
400. b
401. a
402. a
403. b
398. Which system has free elections?
a. one-party system
b. multi-party system
c. both
d. neither
399. Which system allows freedom of the press?
a. one-party system
b. multi-party system
c. both
d. neither
400. A one-party system ____ democratic.
a. is
b. is not
401. A multi-party system ____ democratic.
a. is
b. is not
402. A communist country always has a
a. one-party system.
b. multi-party system.
403. Which allows for a free competition of different ideas?
a. one-party system
b. multi-party system
404. Which system gives all the power to the executive?
a. one-party system
b. multi-party system
c. both
d. neither
405. Which statement about the multi-party system is true?
a. The government is run by two or more political parties.
b. There is competition among the parties.
c. both
d. neither
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404. a
405. c
406. Which statement about the multi-party system is true?
a. You have a choice.
b. On Election Day, there are several parties on the ballot.
c. both
d. neither
407. Which statement about the one-party system is true?
a. Government is run by just one political party.
b. One party has a monopoly of all the political power.
c. both
d. neither
408. Which statement about the one-party system is true?
a. There is no competition.
b. On Election Day, you have no choice - there is only
one party on the ballot.
c. both
d. neither
406. c
407. c
408. c
409. a
410. c
411. c
412. b
413. b
Free competition in both ideas
and businesses.
409. A country with a command economy usually has a
a. one-party system.
b. multi-party system.
410. Which statement is true?
a. Democracy is the right political system for every nation.
b. To govern effectively, the government must have the agreement of
significant portions of the population.
c. both
d. neither
411. Which statement is true?
a. The multi-party system is the right political system for every nation.
b. Under the multi-party system, no one has a monopoly of power.
c. both
d. neither
412. Which system represents all groups in society?
a. one-party system
b. multi-party system
c. both
d. neither
413. Which system promotes economic growth?
a. one-party system
b. multi-party system
c. both
d. neither
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414. Which system has massive corruption?
(Government officials taking bribes, wasting the national treasury, etc.)
a. one-party system
b. multi-party system
c. both
d. neither
415. Which system harms economic growth?
a. one-party system
b. multi-party system
c. both
d. neither
416. Which system promotes human rights?
a. one-party system
b. multi-party system
c. both
d. neither
417. Which system violates human rights?
a. one-party system
b. multi-party system
c. both
d. neither
418. Which system has respect for the individual?
a. one-party system
b. multi-party system
c. both
d. neither
419. The people participate in government.
a. A democratic government.
b. An authoritarian regime.
c. both
d. neither
420. The people do not participate in government.
a. A democratic government.
b. An authoritarian regime.
c. both
d. neither
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414. a
415. a
416. b
417. a
418. b
419. a
420. b
Human Rights
421. Which statement is true?
a. Human rights are the rights that automatically belong to all people.
b. Human rights include the rights to justice, freedom, and equality.
c. both
d. neither
422. Which statement is true?
a. Human rights is a Western concept.
b. Human rights is a universal concept.
c. both
d. neither
423. Which statement about the concept of human rights is true?
a. It has been accepted by most countries of the world.
b. It has been accepted by the United Nations.
c. It has been documented in the U.N. Declaration of Human Rights.
d. all of the above
e. only B and C
421. c
422. b
423. d
424. a
425. a
426. b
427. a
428. d
Yes, this is the trend around
the world.
424. Human rights violations most often occur in nations which have a
a. one-party system.
b. multi-party system.
Political Conflicts
425. Which statement about colonialism is true?
a. The European powers treated people as second-class citizens.
b. Most European powers gave people experience in self-government.
c. both
d. neither
426. Which statement about colonialism in Africa is true?
a. Most European powers gave people experience in self-government.
b. A lack of experience led to internal struggles for power and political
instability.
c. both
d. neither
427. A war between groups of people in the same country.
a. civil war
b. foreign war
428. What is the political trend today in Africa?
a. colonialism
b. military dictatorships
c. communist revolutions
d. popularly elected leaders
e. theocracy
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Ethnic strife
429. Which statement about Africa is true?
a. The political boundaries imposed by Europeans had little
relationship to the boundaries of ethnic groups.
b. Ethnic strife has limited the development of many countries.
c. both
d. neither
430. Today, most of the boundaries and boundary disputes in Africa are a
result of ____.
a. capitalism
c. nationalism
b. colonialism
d. ethnic conflict
431. Which factor has limited the development of national unity in Africa?
a. ethnic differences
b. shortage of mineral resources
c. religious differences
d. modernization has been too rapid
e. lack of water for irrigation
432. Many African nations are politically unstable today because of
a. ethnic differences.
b. shortage of mineral resources.
c. religious differences.
d. modernization has been too rapid.
e. lack of water for irrigation.
433. Since independence, ethnic and tribal loyalties have been the main cause
of political ____ in many African nations.
a. stability
b. instability
434. Since the 1960s, United Nations peacekeeping forces have been ____
in providing long-term stability for African nations.
a. effective
b. ineffective
435. In Africa, political instability has ____ capital investment and economic
growth.
a. encouraged
b. discouraged
436. True or False: Ethnic differences often lead to instability and violence in
new nations.
a. True
b. False
437. Ethnic groups ___ an obstacle to nation-building.
a. can be
b. cannot be
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429. c
430. b
431. a
432. a
433. b
434. b
435. b
437. a
438. The civil wars in the Congo and the massacres in Rwanda are a direct
result of
a. a food shortage.
b. conflict among ethnic groups.
c. militant protests for land reform.
d. religious differences.
e. Islamic fundamentalists.
438. b
439. In Africa today, the continued strength of ethnic groups is a result of
a. people in the countryside cling to traditional cultures.
b. rural to urban migration.
443. d
439. a
440. b
441. d
442. d
444. a
440. Rural to urban migration ____ traditional cultures.
a. strengthens
b. weaknens
441. Which country has been devasted by ethnic strife?
a. Mexico
b. China
c. Saudi Arabia
d. Congo
442. Which country has been devastated by a recent war among ethnic
groups?
a. Mexico
b. China
c. Saudi Arabia
d. Congo
443. In what country has genocide been used as a political and military tactic?
a. Mexico
b. China
c. Saudi Arabia
d. Congo
444. True or False: Ethnic hatred remains a powerful force in the 21st century.
a. True
b. False
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