Africa is the second largest continent on the planet and home to over 1 billion people. There are over 50 countries on this huge continent and over 1,000 different languages spoken. After World War II, many countries gained their independence. Some have seen economic growth and peace while others have struggled with poverty and political conflict. Students will select a country to study and create a written and verbal presentation about the country they have researched.
This project should be completed by the end of 1st Semester.
Day 1- In your Social Studies classroom, discuss problems that might arise in your world's future. What are some of the issues that your generation will have to face? Changing climates, wars, economies all affect the ability to live happily in a country.
As a large group, after doing some initial research, discuss the factors that will might arise for different countries . Brainstorm solutions as well.
Students should practice looking for information about an already developed country by using the questions under "task definition."
Day 2 - With your librarian, begin exploring various resources for researching your country. Head to the library or bring resources to the classroom. Use the resources in Steps 2 & 3 to begin your exploration. Then fill out the note-taking sheet (step 4).
Day 3 - Continue your research and note-taking in your classroom or the library. Also, at the beginning of the class, be sure to include citations study and the best ways to show your teachers where you found your information!
Day 4 - In your Social studies or the library, begin working on your final project (see Step 5 of the Big6+ on the right).
Use all that you have learned here to defend your choice of leaving or staying in this country.
Day 5 - In your Social Studies classroom, complete the self-evaluation for all steps in the Big6+ process.
Students will choose a country from Africa. After they have spent some time exploring, they should then begin to look at specific information related to their countries for comparison, including facts like:
|GDP per capita|
|Literacy rate / Education|
|Natural resources / Land use / Water availability|
|Government type / Voting|
|Other; Student choice|
Now is your chance to create a product to illustrate what you've learned!
Visual: The visual aid can be created as an Office Mix, PPT, Prezi, Animoto, Tri-Fold Poster Board or other presentation approved by the teacher. The visual. aid should be an abbreviated version of the written component and be more in bullet point style. Students can present their visual aid projects to the whole class or in small groups if time allows.
Written: Students will then create a written and verbal presentation of their country. A written explanation of questions from the Decision Information Handout will be submitted and must include a clear introduction, three- paragraph body , and conclusion using the descriptive writing skills taught in Language Arts.
Students should complete a self-evaluation as the final piece of the inquiry framework. This process allows students the time for reflection on their experiences working with the inquiry process, what worked and could be used again, and what they will do differently for future inquiry projects.
Omaha Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, marital status, sexual orientation, disability, age, genetic information, citizenship status, or economic status in its programs, activities and employment and provides equal access to the Boy Scouts and other designated youth groups. The following individual has been designated to address inquiries regarding the non-discrimination policies: Superintendent of Schools, 3215 Cuming Street, Omaha, NE 68131 (402-557-2001).
Las Escuelas Públicas de Omaha no discriminan basados en la raza, color, origen nacional, religión, sexo, estado civil, orientación sexual, discapacidad , edad, información genética, estado de ciudadanía, o estado económico, en sus programas, actividades y empleo, y provee acceso equitativo a los “Boy Scouts” y a otros grupos juveniles designados. La siguiente persona ha sido designada para atender estas inquietudes referentes a las pólizas de no discriminación: El Superintendente de las Escuelas, 3215 Cuming Street, Omaha, NE 68131 (402-557-2001).