2013 Contemporary Issues of
Africa Lesson
Date your papers:
Friday, February 8, 2013
Friday, February 8, 2013
• Day One:
• 1. Quiet Question: Type Two Prompt---Working with your
partner, select TWO of the following political cartoons to
examine and respond to. Refer back to your Decolonization
Graphic Organizer and your Apartheid Interactive Notes to
help you do this prompt.
• a) What is the relationship or the connections between the
two chosen political cartoons? Explain.
• b) Using your notes from the previous two lessons, identify
at least THREE SUPPORTIVE DETAILS/EXAMPLES that prove
the messages of the chosen political cartoons. You must
explain each…do not just list them.
Friday, February 8, 2013
• 2. Class: We are going to share the Type Two Prompts and
create a class list of the issues Africa is currently facing.
This class list will come from what we have learned already
in this unit, from what you learned in the first unit’s Library
Research Powerpoint, and from prior knowledge from other
sources.
• Class List of Contemporary Issues Facing Africa
•
• 3. Class: Ms. Barben is going to do an Introduction to the
Contemporary Issues Facing Africa Powerpoint, and you are
to take notes in the provided graphic organizer.
• 4. Homework: Work on your notebook and study guide.
Monday, February 11, 2013
• Day Two:
• 5. Class: Ms. Barben is going to finish her
Introduction to the Contemporary Issues Facing
Africa Powerpoint, and you are to take notes in
the provided graphic organizer.
• 6. Homework: Work on notebook and study
guide for upcoming end of unit test and
notebook collection.
Tuesday, February 12, 2013
• 7. Groups: You will be broken up into small groups. And
you will be assigned one of the contemporary issues
facing Africa to research, take notes on, and to create an
Annotated Illustration on for the group to learn from.
• Issues:
• Civil War in Sierra Leone and Blood Diamonds
• Child Soldiers and the dictator Kony
• Genocide in Darfur
• Genocide in Rwanda
• Somalia
• Famine
Group Project
•
•
•
•
•
•
•
•
•
•
Resources:
Ms. Barben’s Powerpoints uploaded on
her Teacher Page
Supplemental Readings uploaded on
Teacher Page
Sign out dvds from Ms. Barben’s
Personal Library on issue
You Tube
United Streaming Film Clips uploaded
on Teacher Page
BBC:
http://www.bbc.co.uk/news/world/afri
ca/
PBS:
http://www.pbs.org/search/?q=africa
International Crisis Group:
http://www.crisisgroup.org/home/inde
x.cfm?id=2700&1=1
National Geographic Somalia-Failed
State:
http://magma.nationalgeographic.com
/ngm/0207/feature3/index.html
•
•
•
•
•
Work Days---Class and Homework:
Tuesday, Feb 12
Wednesday, Feb 13
Thursday, Feb 14
Friday, Feb 15
•
•
•
Learning Station Days:
Wednesday, Feb 20
Thursday, Feb 21
•
•
Test Day and Notebook Collection:
Friday, Feb 22
Group Project
• __________A) An Annotated Illustration is a detailed drawing of a historical
scene.
• Key characteristics, events, people are incorporated into the scene like a
photograph or an oil painting; they are integrated into the scene. IT IS NOT LIKE
A COLLAGE!
• You cannot repeat aspects.
• Each of the main aspects is identified with either a number or letter that
corresponds with the annotations below.
• You should use historical images you have downloaded from the computer of the
actual events, places, etc … to be as historically accurate as possible and also to
save time---SEVEN OF THE IMAGES MUST BE PRIMARY SOURCE VISUALS---actual
photographs and images from the events.
• You may also draw in images and backgrounds to bring the scene to life.
• Each should be numbered from 1-15, so they correspond with the
annotations/key.
• The illustrations should be in color.
• You may go beyond the minimum of FIFTEEN for extra credit points.
• __________B) There should be a minimum of FIFTEEN different historical aspects
in the illustration for your assigned aspect . A and B together are worth 75 Points.
Group Project
• __________C) The Annotations are the key that explains what is happening in the
illustration/scene.
• For each of the FIFTEEN historical images in the illustration, there should be
THREE well-developed sentences that identify the facts, details, people, and
events, for each historical image.
• The annotations should address Who, What, When, Where, How, Why,
Importance, and Effects.
• A well-developed sentence should do at least one of the following:
–
–
–
–
Identify, define, and explain.
Provide examples, explain the evidence, and examine importance.
Examine cause and effect relationships.
And should also include key people, events, statistics, or a primary source quote
• Each annotation explanation should be written in your own words.
• This should be typed, spell-checked, grammar-checked, and edited for
capitalization errors. It should be in Size 12 Calibri Font.
• It should be attached to the bottom of the poster, so when they are hung, people
can read the annotations and look at the images at the same time.
• Worth 75 Points
• __________D) The annotations should correspond with your numbers, be typed,
spell-checked, and grammar-checked. If not, it is 5% off the value of the activity.
• Comments:
Total:
/150 Points
Group Project: Annotated Illustration Requirements: You must address
each required topic at least as many times as has been identified by Ms.
Barben within your Annotated Illustration with different information. DO
NOT REPEAT INFORMATION!
•
•
•
•
•
•
•
Civil War in Sierra Leone and Blood
Diamonds:
Civil War---Two Sides and Issues
Over---Address at least TWICE TIMES
Connections to Blood Diamonds--Address at least TWO TIMES
What are Blood Diamonds---Address
at least TWO TIMES
Treatment of Workers/Victims--Address at least FOUR TIMES
Effects---Address at least FOUR
TIMES
Conflict Free Diamonds---The
Kimberly Process---Address at least
ONCE
•
•
•
•
•
•
•
•
•
Child Soldiers:
What are Child Soldiers---Address at
least ONCE
Who are the Child Soldiers---Address
at least TWO TIMES
Causes/Reasons for Child Soldiers--Address at least THREE TIMES
How they are obtained---Address at
least TWO TIMES
Jobs for Child Soldiers---Address at
least TWO TIMES
Treatment of Child Soldiers--Address at least THREE TIMES
Effects---Address at least ONCE
Prevention---Address at least ONCE
Group Project: Annotated Illustration Requirements: You must address
each required topic at least as many times as has been identified by Ms.
Barben within your Annotated Illustration with different information. DO
NOT REPEAT INFORMATION!
•
•
•
•
•
•
•
•
•
•
Genocide in Darfur:
Ethnic Conflict in Sudan---Address at least
TWO TIMES
Causes of Genocide in Darfur---Address at
least ONE TIME
How the Genocide Began---Address at least
TWO TIMES
Two Sides---Address at least TWO TIMES
Role of Janjaweed---Address at least TWO
TIMES
Role of Government---Address at least ONE
TIME
Tactics---Address at least TWO TIMES
Refugee Crisis---Address at least TWO TIMES
International Responses---Address at least
ONE TIME
•
•
•
•
•
•
•
•
•
•
Genocide in Rwanda:
Ethnic Hierarchy as Cause---Hutus versus
Tutsis---Address at least TWO TIMES
Role of Belgian Rule and Catholic Church as
Cause---Address at least TWO TIMES
Civil War and Militant Groups---Address at
least ONE TIME
Immediate Cause: Plane Crash and Death of
President of Rwanda and President of
Burundi---Address at least ONE TIME
How the Genocide Begins---Address at least
ONE TIME
Tactics/Strategies---Address at least THREE
TIMES
Victims---Address at least TWO TIMES
International Responses---Address at least
TWO TIMES
Post-Genocide Issues---Address at least ONE
TIME
Group Project: Annotated Illustration Requirements: You must address each
required topic at least as many times as has been identified by Ms. Barben within
your Annotated Illustration with different information. DO NOT REPEAT
INFORMATION!
•
•
•
•
•
•
•
•
•
•
Somalia:
Causes of Civil War---Address at least TWO TIMES
Results of Civil War---Address at least TWO TIMES
Mohammed Farah Aidid’s Rule---Address at least TWO
TIMES
Operation Restore Hope---Address at least TWO TIMES
Battle of Mogadishu---Address at least TWO TIMES
Blackhawk Down---Address at least ONE TIME
United Nation’s Plans---Address at least ONE TIME
War with Ethiopia---Address at least ONE TIME
Piracy---Address at least TWO TIMES
Chunking of Group Project
• Day One: Tuesday, Feb 12
• Break up parts of the project
requirements and assign to
each group member
• Go to Ms. Barben’s Teacher
Page and access the detailed
powerpoint that has been
created on your topic
• Take notes in the graphic
organizer
• Homework: Finish taking
notes on your topic to share
with group tomorrow
• Day Two: Wednesday, Feb 13
• Go over the notes for the
graphic organizer and make
sure all group members have
complete notes.
• Begin to print out the images
for your sections and typed
out the detailed descriptions
for each image.
• Homework: Print out the
rest of the images for your
section and type out more of
your detailed descriptions.
Chunking of Group Project
• Day Three: Thursday, Feb
14
• Finish typing up your
detailed descriptions and
print them up.
• Begin to assemble the
poster project with group
members.
• Homework: Work on
notebook and study guide.
• Day Four: Friday, Feb 15
• Finish assembling all the
parts of the poster project.
• Attach the completed group
responsibility sheet to the
back.
• Attach the grade sheet to
the back.
• If you did not finish the
group project, must finish
over the weekend.
• Homework: Work on
notebook and study guide.
Learning Station Days
• Learning Station Days: Wednesday, February
20 and Thursday, February 21, 2013
• Test Day and Notebook Collection: Friday,
February 22, 2013