Algonquin College
1385 Woodroffe Ave
Ottawa, Ontario
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(613)727-4723 ext.5138
The Amazing Race Africa
Provided by The York Region District School Board
Last updated: July 18, 2007
All pictures, maps and graphics associated with lesson plans are the property of Algonquin
College, unless otherwise noted or linked. Statistical data and background information has been
collected from the CIA World Factbook, public domain reference materials, and (where identified)
external resources.
Curriculum and Lesson Plans have been created by partner School Boards [as identified]. These
lesson plans and associated resources (photo, video, audio, etc.) are free for use to all teachers
within the partner Boards in the delivery of the Ontario K-12 Curriculum. While every effort has
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responsible for unintentional data entry errors or omissions.
If you would like to report any errors or corrections for lesson plans, or use copyrighted materials
for purposes other than the Ontario Curriculum please contact:
Expedition Africa at (613)727-4723 ext. 5138 or email expeditionafrica@algonquincollege.com
Small World Big Picture, Expedition Africa 2006
Table of Contents
Summary of Lesson Plan
Summary of Lesson Plan ................... 2
Lesson Objectives Error! Bookmark not
Grade 11
defined.
Students will use the popular television show as
a guide to plan their own amazing race down the
east coast of Africa. This activity can be used
as a summative activity for a unit based on
Africa in a destination-based course or it can be
used as a course culminating activity in an
issue- based course. Students are asked to
plan a competition and a series of activities in
four countries that reflect both the culture and
environment of each destination.
Appendix A- Planning A-Race`.......... 6
Appendix B- Destination Rationale... 8
Appendix C- Race Summary Sheet .. 9
Appendix D– Race Sheet ................ 10
Appendix E- Rubric .......................... 11
Appendix F– Map of Africa .............. 12
Feedback Page.................................. 13
This lesson plan may identify specific
resources to support certain activities.
While the expedition team will attempt to
gather all the required resources, we cannot
guarantee that all photo, audio, video will be
captured as listed.
The Amazing Race: Africa
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Small World Big Picture, Expedition Africa 2006
Travel and Tourism
Division:
Grade 11 Travel and Tourism
Topic:
The Amazing Race – Africa Unit (or Course) Summative Activity
Resources:
Small World Big Picture Africa website – for information about the route;
students can the team journals to know about the obstacles faced;
www.algonquincollege.com/africa
CHUM news reports – available on www.citytv.com
Any Amazing Race DVD to serve as a sample format for the race
Library and/or Internet access
Description:
Students will use the popular television show as a guide to plan their own amazing race down the
east coast of Africa. This activity can be used as a summative activity for a unit based on Africa
in a destination-based course or it can be used as a course culminating activity in an issuebased course. Students are asked to plan a competition and a series of activities in four
countries that reflect both the culture and environment of each destination.
Learning Expectations:
Subject: CGG30 (Travel and Tourism) Strand: Geographic Foundations: Space and Systems
Overall Expectations
 evaluate the influence of human systems on patterns of travel and tourism and,
conversely, the influence of travel and tourism on human systems;
 explain the characteristics of the travel and tourism industry from a geographic
perspective.
Specific Expectations
 identify selected factors that influence travelers’ destination choices (e.g.,
location accessibility, cost, safety, amenities, personal preferences);
 determine the reasons (e.g., business, recreation, education, religion) for
patterns of tourist travel within selected regions;
 classify different types of travel and tourism (e.g., business travel, adventure
tourism, ecotourism);
 identify natural and human features that attract tourists to their local region.
Subject: CGG30 (Travel and Tourism) Strand: Human-Environment Interactions
Overall Expectation
 explain how environmental factors affect patterns of travel and tourism.
Specific Expectations
 identify the natural resources on which tourism is based and justify the need for
sustainable development.
Subject: CGG30 (Travel and Tourism)
The Amazing Race: Africa
Strand: Global Connections
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Small World Big Picture, Expedition Africa 2006
Overall Expectations
 explain the social, environmental, cultural, economic, and political effects of
travel and tourism on various destination regions;
 compare the characteristics of selected tourist regions of the world.
Specific Expectations
 explain why it is important for tourists to respect the cultural and religious
traditions of others;
 evaluate the natural and human attributes that contribute to the success of
selected globally significant tourist attractions (e.g., Victoria Falls in Zimbabwe,
Carnival in Rio de Janeiro).
Subject: CGG30 (Travel and Tourism)
Strand: Methods of Geographic Inquiry and
Communication
Overall Expectations
 use the methods and tools of geographic inquiry to locate, gather, evaluate, and
organize information;
 communicate the results of geographic inquiries, using appropriate terms and
concepts and a variety of forms and techniques.
Specific Expectations
 gather geographic information from primary sources (e.g., field research,
surveys, interviews) and secondary sources (e.g., books and journals,
mainstream and alternative media, CD-ROMs, the Internet) to research a topic or
issue related to travel, tourism, or regional geography;
 produce a variety of maps, graphs, diagrams, and charts, following accepted
conventions, to illustrate patterns and relationships related to travel, tourism, and
regional geography;
 provide appropriate and sufficient evidence and well-reasoned arguments to
support opinions and conclusions;
 communicate the results of geographic inquiries, for different audiences and
purposes, using a variety of forms (e.g., oral and written reports, multimedia
presentations, essays) and including geographic visual supports, both
conventional (e.g., photographs, charts, graphs, models, organizers, diagrams,
maps) and geo-technological (e.g., computer-generated maps and graphs, aerial
photographs, satellite images);
 use an accepted form of academic documentation (e.g., footnotes, endnotes, or
author-date citations; bibliographies or reference lists) to acknowledge all
information sources, including electronic sources.
Assessment Opportunities/Suggestions for Assessing Expectations
1. Students can complete sample race summaries for episodes watched in class to be
formatively assessed by the teacher to ensure that there is enough detail about the episode
recorded.
2. Final product can be evaluated using the attached rubric BLM 5.
Teaching/Learning Strategies:
Prior to the Assignment
1. Students will need the opportunity to watch 2-3 episodes (or more if time permits) of the “real”
Amazing Race to gain an understanding of how the format of the show works and to learn
terminology such as “Roadblock” and “Detour”.
2. For each episode have students complete a summary sheet BLM 2 or 3 that asks them to
log a series of details about the destination and activities the participants are asked to
complete. This can be collected and assessed by the teacher to ensure that all students are
gaining the background knowledge of the race so that they will be able to plan their own.
The Amazing Race: Africa
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Small World Big Picture, Expedition Africa 2006
3. Similarly students can log the destinations covered by the SWBP Expedition Africa team
travelers on their journey by watching tri-weekly news reports on CHUM television (through
the citytv website) or tracking movements on the web page provided by Algonquin College
identifying both environmental and cultural aspects of each leg of the journey. This can be
done using appropriately designed worksheets, on an outline map of Africa or by having
students write anecdotally in diary form, as if they too were on the journey. Students can view
the Expedition Africa website and watch/listen to the collected video/audio blogs to collect
information about the journey.
Introducing the Assignment
1. In groups of two, expanding to four, have students Think Pair Share all the different
destinations, activities, people, events the SWBPA travelers encountered on their journey.
After students have had the opportunity to share their ideas randomly ask a member from
each group to share what their group had decided upon. Record the responses on an
overhead or on the board.
2. Have each group identify items on the board as cultural, environmental, or other. This will
help later when students have to create their own environmental and cultural activities for
each destination of their race.
3.
Distribute copies of “The Small World Big Picture Africa Amazing Race” BLM 1. Have
students read over the instructions silently, jotting down any questions they may have in the
margins of the assignment sheet. Have students then discuss the details of the assignment
with a partner then randomly ask a number of them to explain to the class what is required
from this assignment. Go over the requirements of the race and answer any remaining
questions the students may have.
4. Focus on the format of the sample Race Summary chart BLM 4. This should be partially
completed by the teacher using the episodes of the race watched in class. A blank Africa
outline map is also provided, BLM 6.
Note to Teachers:
1. Using Think Pair Share and “random” questioning in tandem, is very effective in eliciting a
response from all members of the class. Allowing time to share responses with classmates
takes away some of the anxiety associated with speaking out in class. The random approach
to selecting students to share their information helps keep them aware and accountable
because they never know when, or if, they will be called upon to share with the class.
2. Having a soft copy of the summary chart and episode explanation sheets available saves
students time and helps ensure a uniform format for organizing and explaining race details.
3. An oral communication component can be added where students have a fixed amount of time
(3 minutes) to sell their route and activities to the class who then vote and choose the best
race plan.
4. Four is a suggested number of destinations. This number can be changed to suit the
academic ability of your class or of particular students.
The Amazing Race: Africa
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Small World Big Picture, Expedition Africa 2006
Appendix A
Planning a Small World Big Picture Africa Amazing Race
The next Amazing Race is going into pre-production very soon but producers are having a tough
time coming up with original ideas. Your task is to help them by planning your own Africa-based
version of the wildly popular television show.
You will plan a mini-version of ‘The Race’, using four countries found on the east coast of Africa.
You may start and end the race at the same significant location i.e. Robben Island Museum.
Only three of your four destination countries need to have been visited by the Small World Big
Picture Africa (SWBPA) travelers.
YOUR TASK
1. Look back on all the different destinations covered by the SWBPA travelers.
Use the
experiences you saw online and in television news reports (on the citytv website) to choose
unique and interesting filming locations for the next Amazing Race.
2. Complete the attached race summary sheet that outlines the main locations and activities for
each stage of your race. This is a general outline; you will need to provide more explanation
and insight in step three.
3. For each leg of the race you must complete an explanation for your choices. You will need to
explain why the Roadblocks and Detours you chose are unique to each destination. You
should have a culture and environment based activity for each leg of the race.
a. Why did you choose your locations, generally and specifically?
b. Explain your Detour activity choices in some detail. Are they connected to
environmental or cultural tourism? Explain.
c. Explain your Roadblock activity in some detail. Is it connected to environmental or
cultural tourism? Explain.
4.
How much will it cost two people to travel the entire route you have chosen?
a. Find the cost of transportation (air, rail, bus, boat) from major cities near each of your
destinations. Note the mode of transport, the total cost for two people for each trip, and the
overall cost of the race.
b. Show your race route on a world map. Label major countries visited, specific
destinations visited, and show flight routes from one destination to another. Don’t
forget the proper mapping conventions.
5.
Include properly referenced works cited using MLA format. You can use internet, travel
magazines, encyclopedias and books to help plan your race.
The Amazing Race: Africa
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Small World Big Picture, Expedition Africa 2006
Glossary
Detour
A choice between two different ways to accomplish a goal or reach a destination. On the surface,
one may seem easy but involves some sort of twist; the other may seem difficult but in the end
may be the quicker choice.
Roadblock
A task in which only one member of the two-person Team may participate; in most cases, the
non-participant must wait for the participant to accomplish the goal.
Pit Stop
The final destination for each leg of a race, at which point a Team must "clock in." The last Team
to arrive at most PIT STOPs is eliminated from the race.
Amazing Race 9 Website
http://www.cbs.com/primetime/amazing_race9/
The Amazing Race: Africa
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Small World Big Picture, Expedition Africa 2006
Appendix B
Amazing Race Destination Rationale
Starting
Point
Specific
Detour
Location
Detour
Activity
Choices
Roadblock
Location
Destination 1
Sao Paolo, Brazil
Amazing Race Destination Rationale
Explanation
Camping Bela Vista an
old sugar can
plantation in Brotas,
Brazil
1. Press It. Teams
had to distil
fermented juice to
create 500 millilitres
of ethanol, an
alternative fuel
source.
2. Climb It. Teams
needed to travel to
Usina Jacare and hike
to a nearby waterfall
where they would
have to perform a 90foot rope climb up
the waterfall.
Fire escapes of
Edificio Copan
Appendix
One Team member
had to climb up one of
three fire escapes of
Edificio Copan. Once
at the top, they would
put on a harness and
Roadblock rappel down nearly
400 feet to the
Task
bottom
The Amazing Race: Africa
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Small World Big Picture, Expedition Africa 2006
Appendix C – Race Summary Sheet
Start
Destination 1
Destination 2
Finish
Starting Point
Specific
Detour
Location
Detour
Activity
Choices
Roadblock
Location
Roadblock
Task
Pit Stop
Location
The Amazing Race: Africa
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Small World Big Picture, Expedition Africa 2006
Appendix D – Race Summary Sheet Sample
Start
Starting Point
Specific
Detour
Location
Detour
Activity
Choices
Roadblock
Location
Roadblock
Task
Pit Stop
Location
Destination 1
Destination 2
Finish
Big Swan ferry. Lake
Yamanaka, Japan
Red Rocks Amphitheatre
Denver, Colorado
Sao Paolo, Brazil in the
middle of the city
Sao Paolo, Brazil
Camping Bela Vista an
old sugar can plantation
in Brotas, Brazil
Mirror Lake, Anchorage
Alaska
1. Motor Head. Teams
have to put together a
motor bike.
1. Press It. Teams had
to distil fermented juice to
create 500 millilitres of
ethanol, an alternative
fuel source.
1. Drill It: Teams
needed to use an auger
to drill ten holes in
Mirror Lake and then
push a shack across
the lake in order to set
up an ice fishing camp.
2. Rotor Head. Teams
have to locate buildings
flying in a helicopter.
NONE
NONE
Estadio de Pacaembu, a
World Cup soccer
stadium. Sao Paolo,
Brazil
2. Climb It. Teams
needed to travel to Usina
Jacare and hike to a
nearby waterfall where
they would have to
perform a 90-foot rope
climb up the waterfall.
Fire escapes of Edificio
Copan
One Team member had
to climb up one of three
fire escapes of Edificio
Copan. Once at the top,
they would put on a
harness and rappel down
nearly 400 feet to the
bottom.
Fazenda Primavera da
Serra, a 19th century
coffee plantation
2. Deliver It: Teams
had to load a bush
plane with medical
supplies and, using a
map to navigate, direct
their pilot to an airfield
to deliver the supplies
to a first aid station.
Red Rocks
Amphitheatre Denver
One Team member has
to run into a field of 285
flags, find one flag for
each of the nine foreign
countries they visited
on the Race and place
them in the order in
which they visited them.
NONE
The Amazing Race: Africa
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Small World Big Picture, Expedition Africa 2006
Appendix E - Rubric: Planning Your Amazing Race
PLANNING
YOUR
AMAZING
RACE
Needs work to
achieve the
standard
(Level 1)
KNOWLEDGE
Your descriptions
are incomplete
and/or lack detail.
Your descriptions are
correct but are
somewhat general.
You demonstrate knowledge of your
selected destinations both in your
general description and in facts used
to support your Detour and
Roadblock activities.
Your choices
demonstrate little
consideration for
activities and
locations that fit
the spirit of The
Amazing Race.
Your race details
are difficult to
follow.
Your plan is complete
but has location and/or
activity choices that
don’t fit well with the
spirit of The Race.
You use planning and critical thinking
skills to create a race outline that is
interesting and plausible.
Your details are
complete but some
choices may be
ambiguous.
Your race details are organized so
that the reasons for, and description
of, your activity choices is clear.
THINKING
COMMUNICATION
Your map fails to
follow most of the
mapping
conventions.
You used 3
legitimate
sources but have
major errors in
using MLA
format.
The costing is
accurate but only
partially
complete.
APPLICATION
You race plan
doesn’t clearly
cover the
environment and
culture for all
destinations.
Almost meets the
standard
Meets the standard
READ THIS!!
Meets the standard
with distinction
(Level 2)
(Level 3)
(Level 4)
Your map shows main
aspects of the route but
missed some of the
conventions or they
were not neatly
presented.
You used proper mapping
conventions to communicate your
race route on a world map.
You used 5 legitimate sources to
gather information for your race and
have only minor errors in citing them
in MLA format.
You used 4 legitimate
sources but have a few
minor format errors.
The costing is fully
complete but is
inaccurate in places.
Your race plan covers
both the environment
and culture but not
clearly for all
destinations.
The Amazing Race: Africa
Meets the standard
and ... details are very
specific, appropriate,
and could be used by
CBS to plan their next
Amazing Race.
Meets the standard
and ... your activity
choices are unique
and very appropriate
for each destination.
Meets the standard
and ... your race
details are very easy
to read and clearly
written so that their
intent is clear.
You map is very
professional in
appearance.
You used at least 6
sources and cited
them perfectly.
You have applied your knowledge of
using the internet as a travelers tool
to determine the airline cost for your
Race.
Meets the standard
and ... is accurately
and reasonably
priced.
You demonstrate a connection
between different types of cultural
and environmental tourism in your
race plan and description.
Your race
components clearly
connect the cultural
and environmental
aspects of the
destinations in
rationalizing your
choices.
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Small World Big Picture, Expedition Africa 2006
Appendix F
Map of Africa
The Amazing Race: Africa
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Small World Big Picture, Expedition Africa 2006
Feedback
Page
Please provide us with your feedback on this lesson and/or its available resources. We
welcome suggestions for improvements, additional methodologies, and/or new
resources you may have found to support the lesson(s).
If you would like to submit your own lesson plan(s) or curriculum idea(s) please contact
your school board representative listed at http://www.algonquincollege.com/africa
Last Name
First Name
M.I.
School Board
Address
Apt./Unit
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Lesson Plan Title:
The Amazing Race: Africa
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