Lesson Four: Chapter 21 East Africa
Dates: Tuesday, January 5, Wednesday, January 6, and Thursday, January 7, 2016
Day One: Tuesday, January 5, 2016
1. Class: Open the textbook to pages 504-505 “Why Geography Matters: East Africa---Export
Crops and East Africa.” The teacher is going to read aloud the passage. You should take notes
in the space on a separate piece of paper.
2. Pair-Share: Then with their partner, the students will answer the following three Reflection
Questions.
a)Human Systems: How has East Africa’s colonial legacy influenced what crops are produced? Explain
with examples.
b)The World in Spatial Terms: How have agricultural decisions about export crops affected
subsistence farmers in East Africa? Give at least two examples of the dangers/negative of subsistence
farming in East Africa.
c)Environment and Society: Write a paragraph evaluating the actions taken to improve crop yields in
East Africa. What is ONE idea that the governments or NGOs can initiate to help farmers in the subregion? Explain.
3. Class: Have pairs share their answers for Reflection Question C. Use as transition to the
PowerPoint Lecture on the Physical Geography of East Africa. The students should take notes
in the provided graphic organizer. This PowerPoint Lecture covers:
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Great Rift Valley
Ethiopian Plateau
Eastern or Ethiopian Highlands: Mount Kilimanjaro and Mount Kenya
Great Lakes: Lake Victoria, Lake Tanganyika, and Lake Turkana
Savanna and Maasai
4. Homework: The students are to read the supplemental reading on the Maasai tribe. They
are to Talk to the Text throughout the entire reading. At the end of the reading, the students
are to write a one paragraph summary of the main points in the article. This will be checked
the next class period and counted as 40 Class Participation Points.
Day Two: Wednesday, January 6, 2016
5. Class: Open up the textbook to the “Case Study: The Environment---Should the Blue Nile Dam
be built” on pages 518-519. The teacher will read aloud the passage, and the students should
takes notes on a separate piece of paper.
6. Pair-Share: The students with their partner will then answer the following three Reflection
Questions.
a)Why might there be so little opposition in Ethiopia to building the dam? Give at least TWO different
reasons/benefits to the dam.
b)According to the critics, what are some potential drawback to the building of the dam? Give at least
TWO different drawbacks/negatives to the dam.
c)Why do you think International Rivers warns that building the dam could result in water wars?
Who could possibly go to war and why?
7. Class: We are now going to watch a documentary on YouTube on the Blue Nile Dam. As we
watch, the students should be taking notes on the following aspects:
a)The Five Ws and How on the Blue Nile or Great Ethiopian Renaissance Dam
b)Positive Effects/Benefits of the Dam
c)Negative Effects/Cons of the Dam
YouTube Clip: “CCTV Talk Africa: The Great Ethiopian Renaissance Dam” published on November
25, 2014 with a running time of 29:28 minutes.
8. Homework: To prepare for the role-play activity for tomorrow’ class period. The students are
to read their assigned section of the supplemental reading on the Grand or Great Ethiopian
Renaissance Dam and take additional notes on the pros/cons of the dam.
Day Three: Thursday, January 7, 2016
9. Groups: Formative Assessment---Using all of the notes and materials, the students in their
groups will be assigned one of the two positions on the dam to argue to the class. This is
worth 40 Formative Points.
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For Dam: Your group is the Ethiopian government. Your group consists of government
employees that make up the Council of Ministers under the directions of Prime Minister
Meles Zenawi.
Against Dam: Your group is International Rivers. Your group is an organization that works to
protect the world’s rivers. And your group represents the interests of Sudan and Egypt.
Directions:
a) On the oaktag poster, summarize the main arguments for your assigned position with
supportive evidence.
b) On the back of the poster, write out a paragraph of your speech defending or condemning the
dam.
c) With the last ten minutes of class, the groups will present their speeches to the class.
Grade Sheet:
1)__________The group identified at least THREE main arguments for their assigned position and
provided at least ONE piece of supportive historical evidence. 20 Points
2)__________The group wrote a well-developed paragraph that PERSUASIVELY argued their assigned
position. 20 Points