Lesson 2: 5.2 - Human - Environment Interaction in Africa
Duration of Days: 4
Lesson Objective
Students will be able to describe how people have used environmental resources throughout the history of Sub-Saharan Africa.
Students will be able to describe environmental challenges of life in Sub-Saharan Africa.
Students will analyze the way modern Sub-Saharan Africans use natural resources.
Students will analyze the way in which the people in Sub-Saharan Africa have had an impact on the environment.
How has the environment shaped life in Sub-Saharan Africa?
genocide, equator, fertile, oasis, drought, Age of Exploration, Lake Tanganyika, Sierra Leone Civil War, irrigation, Maasai Mara, nomadic, precipitation, surplus, Ghana Empire, Serengeti Plain, mineral, Pygmies, Islam, Maasai, animal husbandry, Great Rift Valley, Sahel, Mali Empire, cash crop, Mali, climate region, desert, Sudan civil war, malaria, Timbuktu, Darfur, epidemic, Victoria Falls, civil rights, Muslims, agricultural revolution, hunter-gatherer, arid, sleeping sickness, migration, subsistence farming, overgrazing, Ghana, deforestation, domestication, arable land, soil erosion
3.INQ 6-8.6 - Gather relevant information from multiple sources while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.
4.INQ 6-8.10 - Construct arguments using claims and evidence from multiple sources, while acknowledging the strengths and limitations of the arguments.
4.INQ 6-8.11 - Construct explanations using reasoning, correct sequences, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations.
4.INQ 6-8.13 - Critique arguments for credibility.
4.INQ 6-8.14 - Critique the structure of explanations.
4.INQ 6-8.16 - Assess their individual and collective capacities to take action to address local, regional, and global problems, taking into account a range of possible levels of power, strategies, and potential outcomes.
ECO 6-7.5 - Describe the roles of institutions such as corporations, nonprofits, and labor unions in a market economy.
Depth of Knowledge (DOK) Level 3: Strategic Thinking
This activity requires students to think critically, analyze complex information, and make informed decisions. They must consider the historical, cultural, and economic factors that influenced the lives of African people and weigh the potential benefits and drawbacks of both nomadic and settled lifestyles. This level of thinking involves applying knowledge and skills to complex tasks and making judgments based on multiple criteria.
Students can have the opportunity to use different branches of geography and how it would affect the everyday life of someone in the given role or the lesson.
The entry gives a clear P.O.V., gives clear and insightful description of traditional or modern lifestyle in Africa, a clear and plausible explanation, and contains no misconceptions or errors.