Illinois Professional Teaching Standard One | Content Knowledge

The competent teacher understands the central concepts, methods of inquiry, and structures of
the discipline(s) and creates learning experiences that make the content meaningful to all
students.

Description:

This lesson plan for “Mapping the African Continent” was created in Spring 2010 for a Social
Studies methods course. It was also presented to a middle school class during field
placements. The lesson requires students to work in group and as individuals to and research
the natural features and resources of regions in Africa. Once the research is complete,
students will be identifying the features and resources on a large map of Africa using symbols
as a representation. The objectives of this lesson include both learning about Africa and using
the process of historical research.

Meeting the standard:

This lesson explores content related to the natural environment of Africa and how these
resources affect the regions. Also, the discussion portion of the lesson challenges students to
about what impact resources have on the development and history of the regions of Africa.
Students were asked to participate in the process of recording history by researching Africa’s
resources using technology (internet), reference materials, and other publications. In some
instances, students needed to be taught (and sometimes retaught) the methods of research
along with direction for their investigation of the topic. This activity allowed students to work
in groups while also being active and engaged in the process of historical research.

How this demonstrates my development as a teacher:

This artifact makes evident how my knowledge and use of content has evolve in addition to my
improvements in lesson planning. In Social Studies, there is a vast array of content which
makes it nearly impossible to be well-versed in every topic. Through this lesson plan, it is clear
that teaching content is now necessarily about what information I know, but what can be
investigated by students. As a teacher, it is easy for me to dictate what content is being using
in my classroom and focus my students’ ideas and work through lecture. However, it seems
that students are far more interested when they are engaged in the inquiry process and
participating in the historical method.
Lesson 1 - Mapping the African Continent

Teachers: Liz Dal Santo, Joe Delinski, David Walker

Date: 3/30/2010
Grade Level: 6th Grade
Location: Countryside School, Champaign, IL
Time: 40-50 Minutes
Students: 15

ASSUMED PRIOR KNOWLEDGE:

1. Basic knowledge of Africa (Location, Climate, etc.).
2. Understanding of triangular trade between Europe, Africa, and the Americas.
3. Colonization of Africa?

ISBE STANDARDS:
1. 17.A.3b Explain how to make and use geo-graphic representations to provide and enhance spatial
information including maps, graphs, charts, models, aerial photographs, satellite images.
2. 17.D.3b Explain how interactions of geo-graphic factors have shaped present conditions.
3. 18.B.3b Explain how social institutions contribute to the development and transmission of culture.

OBJECTIVES: Students will:

1. Work in small groups to study assigned countries.
2. Initially use print resources only to study assigned African countries.
3. Further explore their country in terms of culture, landmarks, famous people, etc. using any resource and
create a cultural artifact that reflects their assigned country.

MATERIALS AND RESOURCES:

1. Large map of Africa (No labels 8 feet by 6 meet with outlines of countries drawn in. Completed using large
sheets of white paper, a projector, and Sharpie markers).
2. Handouts for Parts 1 & 2
3. Reference materials (Library visits, websites, references books, textbooks, pictures, music video, etc.)
4. Markers, colored pencils, and scissors.

MOTIVATION:
1. Warm up journal question about students’ prior knowledge of Africa:
a. Question: What do you know about Africa? What countries have you heard of? Why? What are the
people like? What are their customs?
2. Class discussion of these answers.

PROCEDURE:
Part I:
1. Place students into groups according to skill level (Lowest performing with highest).
2. Pass out handouts and envelopes, and then give an explanation of project.
3. Have students find the geographic features listed on their envelopes and place them on the class map.
4. When done, have students proceed to Part II.
Part II:
1. Pass out Part II Handouts.
2. Have students discover which African nation they will research.
3. Students will create a flag for their African nation.
4. Have students explore their country by using multiple resources available to them.
5. Students will create a cultural artifact to place on the large class map.

CLOSURE:
1. Gather students when all parts are completed.
2. Have students explain about their country and their artifact:
a. Possible Questions:
i. What have you learned about your country?
1. What is special about your country?
2. What kind of government does your country have?
3. Explain the culture of your country.
ii. Why did you choose to make this artifact rather than something else?
iii. (For use when other student have presented) When thinking about your country how do you
think it compares with the other countries that have been presented.
3. Discuss with class what trends this project has shown or not shown.

ASSESSMENT:
1. Artifact.
2. Peer evaluation sheet.
3. Journal Questions:
a. What did you learn about Africa that you did not know before?
b. Did you opinions about Africa and these countries change when doing this project. Why or why not?
c. Describe your artifact and explain why you chose this item.
d. What conclusions can you make about your country from doing this project?
e. Was this project fun and interesting?
f. Were the instructions clear to you?
 Mapping the African Continent (part one)

Today (and tomorrow), your group will be responsible for adding a few items to our African continent map.
We will be doing this without the use of our computers so be certain to pay close attention when the location of
print materials is discussed.

Your group will glue your items on our map only after careful research and discussion. Do not rush through
this process. Items may be colored or reshaped as your group sees fit.

Tasks:

• Cut and style items within your group’s envelope. You may use markers, color pencils and scissors to create
the ‘look’ you wish your items to have. Keep it colorful and consistent for our more visual learners!

• Locate and accurately place feature/s listed on your group’s envelope. The map includes a few lakes and
national boundaries to help get your bearings. Take time to do a good job and please do not paste over another
group’s work.

• Maintain respectful interactions with all of your classmates. Be patient with one another and please recognize
that we will all need access to the map at some point.

• Complete and submit a group evaluation (each member will do this independently).

Mapping the African Continent(part two- the map visuals)

Independently, you will be responsible for adding a few more items to our African continent map. You will
glue your items on our map only after careful research and consideration. These items will be part of our 3rd
Trimester research project. (more info coming Monday!) Do not rush through this process. Items should be
colorful and neat.
due _______

Tasks:

• Check our map on the exit door to discover which African nation you will research and really get to know !
Be excited- “This is AWESOME!” This is also a great opportunity to plan a library visit. This is the nation you
will be researching for our last, big, 6th grade project.

• Create one flag for your African nation. The flag should be created by
YOU and be sized around 8” x 5”.

• Create at least one small item for your nation (you may do up to three if you wish). This small item should be
sized between 3 x 5” and 4 x 6” and reflect some cultural aspect of the nation.

• Items may reflect any information about the current culture. Culture is a HUGE topic. Think about musical
instruments, food, clothing, famous people, famous buildings, lifestyle elements, belief systems… This will
take sme research on your part. Use our atlas shelf, your text, or search for the online CIA world factbook and
national tourism websites to find information about your nation.

• As always, please maintain respectful interactions with all of your classmates. Be patient with one another and
please recognize that we will all need access to the map at some point.