Graphics Lesson Plan
Title: Dilemmas in Africa
Suggested Grade Level: 9th
Content Area: World Geography
Description of Unit/Graphics:
The Africa Unit consists of a study of physical, cultural, and economic characteristics of Africa. We move
quickly but work to provide students with a generalized view of African countries based how geographic
features have historically influenced the culture, development, and economics of the population. We
briefly cover major historical conflicts and events to allow students to draw conclusions regarding how
these events hindered the levels of development African countries.
Because it is a brief unit in our study of the world and because of the maturity level of freshmen
students, it is important to scaffold the process of constructing meaningful conclusions from factual
data. This is a process that requires students to think critically about information that is often ‘worlds
away’ from their lives. Students will utilize graphics in order to problem solve the most pressing
situations in African countries. If I tell them that Ethiopians are dying from famine, students want to
give them food. Telling them how this will not solve Ethiopia’s problems is not sufficient, they must take
the background information and problem solve in order to determine the best course of action.
Overall Objectives/SOLs:
WG.3
The student will apply the concept of a region by
a) explaining how characteristics of regions have led to regional labels;
b) explaining how regional landscapes reflect the physical environment and the cultural
characteristics of their inhabitants;
c) analyzing how cultural characteristics, including the world’s major languages, ethnicities,
and religions, link or divide regions.
WG.4
The student will locate and analyze physical, economic, and cultural characteristics of world
regions: North Africa and Sub-Saharan Africa.
WG.5
The student will compare and contrast the distribution, growth rates, and characteristics of
human population in terms of settlement patterns and the location of natural and capital
resources.
WG.6
The student will analyze past and present trends in human migration and cultural interaction
as they are influenced by social, economic, political, and environmental factors.
WG.7
The student will identify types of natural, human, and capital resources and explain their
significance by
a) showing their influence on patterns of economic activity and land use;
b) evaluating perspectives and consequences regarding the use of resources.
WG.8
The student will distinguish between developed and developing countries and relate the level
of economic development to the standard of living and quality of life.
WG.9
The student will analyze the global patterns and networks of economic interdependence by
a) identifying factors, including comparative advantage, that influence economic activities
and trade;
b) describing ways that economic and social interactions have changed over time;
c) mapping, describing, and evaluating the formation of economic unions.
WG.10
The student will analyze how the forces of conflict and cooperation affect the division and
control of the Earth’s surface by
a) explaining and analyzing reasons for the creation of different political divisions;
b) analyzing ways cooperation among political jurisdictions is used to solve problems and
settle disputes.
WG.12
The student will apply geography to interpret the past, understand the present, and plan for
the future by
a) using geographic knowledge, skills, and perspectives to analyze problems and make
decisions;
b) relating current events to the physical and human characteristics of places and regions.
Analysis of Knowledge Goals:
Description of:
a. Authentic ProblemPresident Obama has issued a Call to Action for Americans. He has voiced concerns about the
developing countries of the world and the impediments to development these regions face. He
has requested input from today’s youth to present fresh viewpoints and solutions to the
problems Africans face daily. Rajiv Shah, Administrator to USAID.gov will appoint a committee
to evaluate these proposals in order to provide the president with viable solutions.
b. Clear Outcome/ProductGraphic Representation to be submitted to Rajiv Shah, Administrator USAID.gov. Evaluated by a
committee and selections provided to President Barak Obama.
c. Thinking SkillsPart I: Represent the historical situation within the country connecting it to the cultures and
ethnicities, conflicts, and economics.
Part II: Explanation of current geographic issues and cultural problems within the country.
Part III: Determine the possible solutions while evaluating all the relevant components.
d. Graphics Tool/ Skills NeededLarge paper, pencils, and colored utensils.
Sequence of Graphics Lesson:
Part I: Representative Graphic: Students will be assigned a partner and a specific African
country. They will first determine a specific situation that is hindering development in that
country. They will answer the 6W’s by creating a representational graphic that first lays out the
background knowledge for their specific country. This will include physical characteristics,
cultural characteristics, and economic characteristics.
Part II: Explanative Graphic: Students will create a list of the problems facing that country
today. Within the context of explaining the problems, they will evaluate, if there are multiple
problems, which problem they will choose to focus on. Problems will included: child soldiers,
civil war, famine, drought, desertification, women’s rights, education, HIV/Aids, and Malaria.
Part III: Transformational /Changing Graphic: Students will create a flowchart proposing their
possible solutions. They will incorporate their knowledge about the country along with their
ideas of how countries’ specific problems can be overcome. When studying the options, they
must address the affordances and constraints of the different pathways.
Evaluation Strategy:
I will utilize a rubric that addresses each separate step.
Part I- factual content; visual display; connections displayed on graphic
Part II- factual content; visual display; connections displayed on graphic
Part III- factual content; visual display connections displayed on graphic; evaluation of solutions.