Brown 1
Name:
Steve Brown
Class:
AP English Language and Composition
Lesson:
Mini Research and Presentation on the Batwa of Uganda
Stage 1—Desired Results
Students will be able to independently use their learning to…
ESTABLISHED GOALS :
Common Core Standards 11/12
Writing:
6.Use technology, including the
Internet, to produce, publish, and
update individual or shared writing
products in response to ongoing
feedback, including new arguments
or information.
7. Conduct short as well as more
sustained research projects to answer
a question (including a self-generated
question) or solve a problem; narrow
or broaden the inquiry when
appropriate; synthesize multiple
sources on the subject, demonstrating
understanding of the subject under
investigation.
Speaking and Listening:
2. Integrate multiple sources of
information presented in diverse formats
and media (e.g., visually, quantitatively,
orally) in order to make informed
decisions and solve problems, evaluating
the credibility and accuracy of each
source and noting any discrepancies
among the data.
4. b. Plan and present an argument that:
supports a precise claim; provides a
logical sequence for claims,
counterclaims, and evidence; uses
rhetorical devices to support assertions
(e.g., analogy, appeal to logic through
reasoning, appeal to emotion or ethical
belief); uses varied syntax to link major
sections of the presentation to create
cohesion and clarity; and provides a
concluding statement that supports the
argument presented. (11th or 12th grade.)
T1. Compare the ethical issues depicted in James Welch’s Novel, Fools
Crow, (the story of the clash of cultures between Native Americans and European
Americans in the 1800s) with those of modern-day Batwas of Uganda
T2. Identify specific values and interests in competition
T.3 Understand the complexity of issues when different cultures (and species)
compete for land and resources.
T4 Evaluate relative worth of each competing issue and determine a policy to
resolve conflicts between said competing issues.
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that…
E1. Why do we, the readers, attach our
loyalties to the Native Americans (and
not the Euro-Americans)in James
Welch’s novel?
U1. American (and world) Culture
derives or evolves within a process of
conflict and assimilation.
U2. Value systems within a culture
often determine how land and
resources are used and who has
ownership of them
U3. Population expansion threatens
indigenous peoples and flora and
fauna species
U4. Global perspectives allow us to
look at ourselves and others to gain
understanding, and to see how the
issues that have shaped our country
and culture connect to other countries
and cultures.
U5. (new) Students will recognize
that the value a nation places on its
environmental and cultural resources
is affected by its economic
development and relative affluence.
E2. Why were ancestral values and
territories of Native Americans not
honored by the U.S. government and
the westward pioneers?
E3. What value do we place on
indigenous peoples and cultures when
they compete with technological
progress and population expansion?
E4. What value do we place on plants
and animals when competition for
space or economic concerns pit them
against the interests of humans?
E5. How is the preservation of
endangered species and cultures an
international issue, and how do we as
citizens of the world engage in these
international issues?
E6. How can an idea/concern turn to
local and/or global action?
Brown 2
Acquisition
Students will know/explain…
Students will be skilled at…
K1. The plight of the Batwas in
Uganda
S1. Analyzing literature for specific
historical, literary, and ethical
content.
K2.How population expansion and
technological progress threatens
indigenous peoples and native species
(both in Uganda and worldwide).
K3The importance of globalization
and the role it plays toward common
goals.
K4. The concept of Cosmopolitanism
(Bowman) and its connection with
our unit.
K5.(new) The economic theory of
Simon Kuznitz
K6. (new) Some additional
considerations in the complex process
of determining resource use.
S2. Researching a variety of reliable
sources to extract key
information/facts pertaining to a
subject.
S3. Utilizing multiple forms of
technology to gather facts and
produce documents and resources for
presentations.
S4. Identifying specific issues in
conflict when multiple entities
compete for resources
S5. Formulating and presenting
arguments outlining the relative value
of competing entities and a resolution
to the conflict.
Stage 2—Evidence
Evaluative Criteria
Assessment / Evidence
PERFORMANCE TASKS:
1. Provides insightful
comparisons, displays
higher level thinking,
provides textual
evidence
2. Demonstrates
thorough analysis of
literature, provides
accurate/appropriate
questions
3. Demonstrates wellresearched knowledge,
shows thoughtful,
detailed, informative
connections and
1. Use history text to compare the “vision” of Fools Crow
with the historical account of the Native Americans from
1840s-1900s : Read chapters in history text related to Indian
conflicts and subsequent surrender and sequestration of
Native Americans to reservations. Pay close attention to
those events that correspond to the vision that the main
character has in James Welch’s novel.
2. T Graph Comparison Chart: List the events from your
history text that correspond to the vision Fools Crow has of
what will become of his people.
3. Considering Perspective Chart: After completing the top
portion of the Comparison Chart, consider how perceptions
shape our values. Reflect on the sympathies we attach to
people (from whom the narrative is told in the novel) and
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comparisons
4. Shows accurate
research demonstrated
in a creative, wellorganized manner that is
engaging and
informative
5. Provides realistic
problem and a variety of
solutions; thoughtful
description of steps to
problem solving; makes
relevant connections
with plausible outcomes
6. Provides a wellresearched presentation
that is relevant,
compelling, persuasive,
and engaging;
presentation shows
knowledge, practice, and
understanding of
complex issues
speculate on the perspective that directed the actions of the
government in dealing with Native Americans.
4. 3- Day Batwa Mini-Research Group Activity: In your
groups of 4, divide research tasks for each day assigned and
answer the guiding questions. Be sure to pursue any related
information to the question. Write your responses for each
day and record your research sites for your group’s Works
Consulted page.
5. Group Discussion Preparation Sheet: Consider the
information that you have researched and then evaluate the
ethical issues (perhaps dilemmas) that that information
suggests. As a group discuss and decide a course of
resolution that will benefit all (if possible) or pose the least
detriment to any of the entities involved.
6. Universal Issue? Do a brief search to see where similar
conflicts of interest or competition for resources involving
progress, endangered species, and/indigenous peoples
occurs throughout the world. Include this information (very
briefly) in your Group Presentation.
7. Group Presentation: Prepare a well-developed Prezi
presentation to share your understanding of the Batwa
situation and the principles upon which your solution rests.
Be sure that your presentation establishes the value you
place on the preservation of endangered species, indigenous
people and their culture, and the commitment to progress
and economic development. Your presentation should
reflect a thorough understanding of the facts and a wellconceived solution to the competing interests. In presenting
your solutions, apply the principles you adopted and
reference how those same principles could apply to other
similar conflicts around the world.
Stage 3—Learning Plan
Brown 4
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Associated Reading: Students will have read James Welch’s novel, Fools Crow and examined the
cultural perspectives of a Native American tribe of Blackfeet in the 1870s, used History text and
completed T Graph and Perspectives Chart. T1, T2, T3, U1, U2, E1, E2, K1, S1.
NPR broadcast of Uganda’s Batwa people displaced by national park: Students will listen to and
see pictures and video of Batwa people whose ancestral land is now a national park and
preserve for the Mountain Gorilla. http://www.npr.org/2012/10/12/161885322/forest-people-return-totheir-land-as-tour-guides U2, U3, E2, E3, K1



3-Day Collaborative internet-research on the Batwas of Uganda, the endangered Mountain
Gorillas, and the resource demands of economic and population expansion. U3, U4, E3, E4, E5,
K1, K2, S3, S4. S5 (assignment sheet below)
Group discussion of the issues and the ethics. Students will problem solve/present solutions
when economic advancement or progress encroaches on indigenous peoples’ ancestral lands or
threatens native plant and animal species.T1, T2, T3, T4, U2, U3, U4, E3, E4, E5, E6 (assignment
sheet below)
Creative multimedia presentation: Students will use images and video clips along with text or
voice over to present the specific conflicts of interest with the Batwas of Uganda and other
indigenous peoples and/or endangered species threatened by progress. Media presentation will
provide principles of resolution to address such issues.T1, T2, T3, T4, U1, U2, U3, U4, E2, E3, E4,
E5, E6.
AP English
Per:__
Mr. Brown
Comparison T Chart
Examining Perspectives
Name:____________________________ Date:______________
Fools Crow’s vision
1.
Historical Events
1.
2.
2.
3.
3.
4.
4.
5.
5.
Considering Perspectives
In the reading of the novel, why do we
(the readers) sympathize with the
Pikunis?
What perspective (or justification) do
you think the American government
had in its treatment of the Native
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Americans?
AP English
Mr. Brown
3 Day mini research. Considering the issues and ethics of Uganda’s Batwas
Day 1: Research information
In a group of four look up the Batwas of Uganda and research their condition. Each member of
the group should choose one line of research below to collect some facts. To record your sources,
simply copy and save the URL (or the internet address) of the sites you visit.
1. Geographical: Where have the Batwas of Uganda historically lived and why can they not live
there now?
2. What social and cultural pressures conflict with the Batwas traditional lifestyles?
3. Where is the Mgahinga National Park, what are its characteristics, and what is the purpose of such a
preserve?
4. How has the life of the Batwas changed in the last 3 decades and why?
Each member of the group should write at least a half to three quarters of a page.
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Day 2: Determine the central ethical issue, and research more
As a group, share out the information that you researched yesterday, and brainstorm the ethical
issues that this competition for land use creates. Determine what the central ethical issue is that is
at the heart of this situation and what interests are in conflict.
1. What type of government exists in Uganda and what branch of government oversees
Mgahinga National Park?
2. What is the population of Uganda and where are the largest concentrations of people, and what
is the population of the Batwas and where do they now live? What is the average level of
education and income in Uganda?
3. What types of prejudice, discrimination have they encountered?
4. What plant and animal species does the park hope to preserve?
Each member of the group should write at least ½ to 1 full page of information. Reconvene and
revise your appraisal of the central ethical issues and restate it.
Day 3: Consider how the plight of the Batwas represents a situation that has occurred or is
occurring with other indigenous peoples ( Native Americans of the 1800s for example). As a
group consider an ethical policy to resolve the conflicts that exist with the Batwas. That is,
determine what rights or priorities should go to all of the competing parties and interests in the
Batwas situation and in other similar disputes or conflicts between competing interests, cultures,
or peoples.
1. What consideration should be given to the advancement of the technological and economic
interests of the larger Uganda society?
2. What consideration should be given to the ancestral life and territory of the Batwas?
3. What consideration should be given to the native plant and animal species?
4. What compromises or solutions can you develop that would resolve or address this issue?
Formulate a position that you would present to the Uganda government that would address the
three interests listed above.
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AP English
Mr. Brown
Native American/Batwa Unit
Discussion Preparation Sheet
Directions: Answer the following questions to the specific conflicts between the Native Americans as
depicted in Fools Crow and the current plight of the Batwas of Uganda. After answering the questions
related to the Native Americans and the Batwas, formulate some universal principles that should be
applied when such conflicts of interest or competition for resources arise.
1. After reading the novel, Fools Crow, consider why your loyalties or sympathies align with the
Pikuni tribe and not the Napikwans (the whites). Does the vicarious experience of putting
yourself into their world cause you to consider life through another perspective? Explain why
and how.
2. From the Pikuni’s perspective, do the actions of the U.S. government seem fair or ethical?
Explain why and how.
3. After hearing and reading about the Batwas of Uganda, do the actions of the Ugandan
government seem fair or ethical? Explain why and how.
4. What similarities can you find between the U.S. government’s actions against the Native
Americans and the Ugandan government’s actions against the Batwas?
5. Is there some benefit in considering a situation from another perspective? Explain.
6. Consider that in the case of the Batwas, the reason that they were displaced from their native
land was to protect and preserve the Mountain Gorillas. Why should we preserve native plants
and animals?
7. To what extent should we go to preserve native plants and animals when economic and
technological advancement threatens their survival?
8. Should the Endangered Species Act come before the preservation of the traditional lifestyle of
indigenous peoples? Why or why not?
9. What, if anything, should be done to preserve indigenous cultures? Should we enact an
Endangered Peoples Act to preserve indigenous cultures, or should all people be assimilated
into the majority culture? Explain.
10. Formulate three principles that should be used to resolve conflicts when progress, indigenous
peoples, and endangered species compete for resources.
Brown 8
For my extended lesson assignment, I plan to have students examine the cultural readiness to make
decisions involving the competition for resources and the forces pushing progress. I will have them
briefly study the theory of Simon Kuznets regarding economic development and its relationship to
human/labor exploitation and environmental degradation. The lesson will invite broader global
perspectives and provide deeper insights into the study of American literature as it reflects our
developing culture. Since it ties into the previous lesson, the modifications on the old lesson plan will be
indicated by the “(new)” next to its respective addition.
Lesson Outline:
Day 1: Students will read a brief summary of the work of economist, Simon Kuznits, and his theoretical
model, the Kuznits curve, discuss the basis for the theory, brainstorm applications to it from our own
American experience and from developing and developed countries around the world.
Day 2: Students will form into groups of four and go to the computer lab to brainstorm a list of countries
that might represent a continuum of affluence or per capita income. Students will graph these countries
in a linear fashion. Students will also research historical data on the increasing affluence over the
history of the United States
Day 3: Students will share out the data they collected in class and we will speculate where we might
place these countries and the historical points that America occupied in its development to today. We
will revisit Kuznits’ theory and his theoretical model to see what information we might want to gather to
test whether his theory applies to these countries and to America’s history. (Expect students to
volunteer such data points as GDP, working conditions, disparity of income in the countries, the
emergence of labor unions or other regulations regarding wages or working conditions, evidence of
environmental degradation or the emergence of environmental protection laws, the establishment of
state or national parks, protection of archeological resources, etc.)
Day 4: Students will return to the computer lab to gather more data. Each student in the group will
research one country’s economic development over a 50 year span to correlate economic development
with environmental impact and labor conditions and to compare with the predictions of the Kuznits
model . Students will retrieve images and data from their search to place on a pezi presentation.
Students will discuss in their group whether the country belongs on the Kuznits curve (i.e. whether its
economic growth upward had either a negligible impact on working and environmental conditions, or
whether such growth degraded or improved said conditions).
Day 5: Students will examine America’s history of economic development and correlate that
development with working conditions, and environmental impact; they will retrieve pictures and data
and attach to a similar graphic showing the relationship of economic development to working and
environmental conditions.
Days 6 and 7: Students will show presentations and lead discussions of their findings.
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Day 8: Class discussion of findings and implications. (expect such discussion points to address whether
the Kuznits curve seems to correspond or predict the relationship between economic development and
exploitation of human and environmental resources; whether other issues influenced quality of life and
health of the environment during economic growth; whether the protection of such resources can be
established independently of economic conditions; whether students could conduct a survey for other
students in those countries identified to see what those students valued in their culture, etc.)
Connection and Extension
Directions: Read the following summary of the economist, Simon Kuznitz:
Kuznets curve
From Wikipedia, the free encyclopedia
Hypothetical Kuznets curve. Empirically observed curves aren't smooth or symmetrical—see reference[1] for examples of
"real" curves.
A Kuznets curve is the graphical representation of Simon Kuznets' hypothesis that as a country develops,
there is a natural cycle ofeconomic inequality driven by market forces which at first increases inequality, and
then decreases it after a certain average income is attained.[2]
An example of why this happens is that early in development investment opportunities for those who have
money multiply, while wages are held down by an influx of cheap rural labor to the cities. Whereas in mature
economies, human capital accrual, or an estimate of cost that has been incurred but not yet paid, takes the
place of physical capital accrual as the main source of growth; and inequality slows growth by lowering
education levels because poor people lack finance for their education in imperfect credit markets.
The Kuznets curve implies that as a nation undergoes industrialization – and especially the mechanization of
agriculture – the center of the nation’s economy will shift to the cities. As capitalism causes a significant ruralurban inequality gap (the owners of firms would be profiting, while labourers from lagging industries and
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agriculture production would be losing income), rural populations are expected to decrease as urban
populations increase, due to people migrating to cities in search of income. Inequality is then expected to
decrease when a certain level of average income is reached and the processes of industrialization –
democratization and the rise of the welfare state – allow for the trickle-down of the benefits from rapid growth,
and increase the per capita income. This was Kuznets’ belief; that inequality would follow an inverted “U”
shape as it rises and then falls again with the increase of income per capita.[3]
Environmental Kuznets curve[edit]
The environmental Kuznets curve (EKC) is a hypothesized relationship between environmental quality
and economic development: various indicators of environmental degradation tend to get worse as modern
economic growth occurs until average income reaches a certain point over the course of
development.[12] Although the subject of continuing debate, some evidence supports the claim that
environmental health indicators, such as water and air pollution, show the inverted U-shaped curve.[1] It
has been argued that this trend occurs in the level of many of the environmental pollutants, such as sulfur
dioxide, nitrogen oxide, lead, DDT, chlorofluorocarbons, sewage, and other chemicals previously
released directly into the air or water.